513 



^AN FRANCISCO 

STATE NORMAL SCHOOL 



BULETIN No. 8 

NEW SERIES 




A COUR5L OF STUDY FOR 
^ THL TLACHING OF 
READING IN THL INTLRML- 
DIATL GRADE5 AND HAND- 
BOOK TO THE STATE 
SERIES SECOND, THIRD, 
AND FOURTH READERS 



By ALMA M. PATTERSON 

SUPERVISOR OF THE. TEACHrNG OF READFNG 
SAN FRANCISCO STATL NORMAL SCHOOL 



BULLETINS Of THE SAN ERANCISCO STATE NORMAL SCHOOL. 

Some eight years ago the members of the Faculty of the State Normal 
School at San Francisco undertook the preparation of detailed courses of 
study in each of the subjects of the elementary school. These courses were 
for the use of the student teachers and consisted of very specific and detailed 
instructions with such explanations as seemed necessary. At first they were 
written upon cards and placed in library cases. Later they were printed in 
pamphlet form. Teachers in the public schools, learning of them, wished to 
secure them and as the demand has grown we have published larger editions 
for general distribution. We have established a revolving bulletin fund, 
the sale of earlier editions providing for the publication of later editions. 
TJp to the time of the great fire in 1906, twelve bulletins of this kiiid had 
been issued. The fire, however, destroyed this entire stock and it is useless 
to write for any of it. We are now publishing revised editions marked in 
each case "New Series." 

The following courses of study (new series) have been issued up to date 
and are now ready for distribution : 

No. 1 (new series). A Course of Study in Primary Language, and Handbook to the 

State Series Text. By Effie B. McFadden. Price, postpaid, 30 cents. 
No. 2 (new series). A Course of Study in Primary Arithmetic, and Handbook to the 

State Series Text. By David R. Jones. Price, postpaid, 30 cents. 
No. 3 (new series). A Course of Study for the Teaching of Reading to Beginners, and 

i Handbook to the State Series Primer and First Reader. By Alma Patterson. 

Price, postpaid, 30 cents. (Out of print, but to be republished by Christmas, 

1909.) 
No. 4 (new series). A Course of Study in Map Geography. By Allison Ware. Price, 

postpaid, 30 cents. 
No. 5 (new- series). A Course of Study in Literature for the Grammar Grades. By 

Allison Ware. Price, postpaid, 30 cents. 
No. 6 (new series). Course of Study in Grammar, and Handbook to the State Series 

Text. By Frederic Burk and EfEe B. McFadden. Price, postpaid, 30 cents. 
No. 7 (new series). A Course of Study in History, and Handbook to the State Series 

Advanced Text. By Archibald B. Anderson. Price, postpaid, 30 cents. 
No. 8 (new series). A Course of Study in the Teaching of Reading, and Handbook to 

the State Series Second, Third, and Fourth Readers. By Alma Patterson, 

Supervisor of the Teaching of Reading. 

The following courses of study are now in course of preparation : 

A Course of Study in Language. (This will include a revision of Bulletin No. 1, and 

will also embrace the complete work of the grammar grades.) By Effie B. 

McFadden, Supervisor of the Teaching of Language and Grammar. (Ready 

August' 15, 1909.) 
A Course of Study in Arithmetic. (This will include a revision of Bulletin No. 2, and 

will also embrace the complete work of the grammar grades.) By David Rhys 

Jones, Supervisor of the Teaching of Arithmetic. (Ready about October 1, 

1909.) 
A Course of Study in Composition. By Anna Wiebalk, Supervisor of the Teaching of 

Composition. (To be ready about Christmas, 1909.) 
A Plan of Literature Study for Grammar Grades. By Allison Ware, Supervisor of the 

Teaching of Literature. (To be ready Christmas, 1909.) 
A Course of Study in Geography. By Allison Ware, Supervisor of the Teaching of 

Geography. 

Paj^ment may be made by check, money order, or, by stamps. Make 
orders payable to Bulletin Fund, San Francisco State Normal School. 
Address: State Normal School, 

Buchanan and Waller Streets, San Francisco. 



SAN FRANCISCO STATE NORMAL SCHOOL 

BULLLTIN No. 8 (New Series) 



ACOUR5LOF5TUDYFOR 
THL TLACHING OF 
READING IN THL INTLRML- 
DIATL GRADE.5 AND HAND- 
BOOK TO THL 5TATL 
5LR1L5 5LCOND, THIRD, 
AND FOURTH RLADLR5 



By ALMA M. PATTERSON 

h 
Supervisor of the Teaching of Reading, San Francisco 
State Normal School 



SA RAMENTO 

W. W. SHANNON - Supetinfendent of State Printing 

1909 



u 



'^)p^', 



COPYEIGHT 1909 
' BY 

Alma M. Patteeson 



'CT 20 my 



P3 



e^-py <^ 



'V 



TABLE OF CONTLNT5. 

y 

FORMAL READING. p^CE. 

General Methods r- 

EXPRESSION j^2 

Visualizing as an Aid ix Reading 24 

Breathing Exercises 25 

Correction of Faults 2^ 

Word-saying 26 

Monotonous and Expressionless Reading 26 

Incorrect Enunciation and Pronunciation 26 

I'lIONIC LESSONS FOR SECOND AND THIRD GRADES 20 

USE OF STATE TEXTS IN READING. 

State Second Reader 52 

Supplementary Lessons (j3 

State Third Reader qq 

Supplementary Lessons 75 

State Fourth Reader 7y 

Supplementary Lessons S3 

INDIVIDUAL READING 92 

SILENT, OR THOUGHT READING 94 

Home Reading 95 

Reading Current Literature 95 

Children's Owning Books 95 

The Choice of Books 9(5 

The Schools and the Libraries 96 

The Story Hour 97 

BOOK LIST, GRADED AND ANNOTATED 98 



FORMAL READING. 



By formal reading is meant the ordinary oral reading of the schools. 
Its ends are : 

First, the early acquirement of facility in the art of reading ; that is, an 
early mastery of the mechanics of reading, including the recognition at 
sight of words and phrases, an understanding of their meaning as combined 
in sentences, and the ability to express vocally the thoughts thus obtained 
clearly, intelligently and feelingly. 

Second, the formation of the reading habit, the acquirement of a taste 
for good literature, and, in some measure the development of a selective 
judgment which shall lead the individual to read good books. 

The teacher who is to succeed in teaching reading must prepare herself 
for each lesson. Lack of preparation by the teacher is sure to be followed 
by lack of interest on the part of the pupils; and an indifferent or poor 
reading lesson is certain to result. 

The lesson should be carefully read by the teacher; hard words and 
phrases selected for drill; difficult passages noted, mth means for their 
elucidation; questions which shall test thought-getting by the children 
prepared and a plan made for teaching the lesson to the best advantage. 

"Children learn to read well by reading well; and they read well that 
which interests them." 

The first step in the presentation of a reading lesson is to awaken interest 
on the part of the pupils, to stimulate desire to read the lesson. This may 
be done by one or more of the following methods : 

(a) Give briefly an idea of what the lesson contains. 

( h ) Call up similar experiences in the life of the children or of the 
teacher. 

(c) Discuss the picture briefly. If the child gets part of the story from 
the picture and finds it interesting, he will want to read the remainder from 
the printed page. The study of the picture will also help to enlarge and 
make keen the child's powers of observation, 

(d) Bring in the real things mentioned in the lesson, as a starfish, a 
cotton boll. If the real things are not obtainable, good pictures and vivid 
descriptions may be substituted. 

(e) Read to the class a part of the book or lesson, stopping before the 
climax. 

(/) Ask thoughtful and thought-provoking questions to be answered 
by the reading of the lesson. It should not be possible to answer these 
questions in the words of the book. Nor should the questions be mere 

(5) 



puzzles, trivial in import. They should stimulate thought and should 
require the careful reading of the lesson. 

{g) Give the child the power to read easily and well. Make the reading 
exercise pleasurable. Free it from formal demands, fault-finding, and 
intimidation. It is worth while to get the class into a happy mental state 
before beginning the reading lesson. A bright "Good-morning!" or a 
merry song at the beginning of the day will have a good effect upon the 
reading that is to follow. The pupils are not to be worked up to a state 
of excitement but are led to be serene and happy. The cheerful spirit 
contributes to the ready appreciation of thought and to free, glad tone in 
expressing the thought obtained. 

The lesson must be diversified to sustain interest. Oral reading in what 
may be termed the mechanical stage, is prosaic. To sustain interest, as an 
antidote to brain fag, the teacher must continually raise the temperature of 
the class by unexpected changes, sometimes by shifting the position of the 
class, by reading a few lines herself, by new suggestions and by bright 
questions. Throughout the lesson, however, the continuity of thought must 
not be lost. 

The second step in the reading lesson is the removal of difficulties by 
giving the children the mastery of words and phrases as to (A) form, 
(B) meaning. 

(A) Divide difficult words into syllables, using the accent mark if 
necessary. Have the child look for the part or parts of the word which he 
knows, that is, for the word-forms ; have him sound the prefixed consonants 
and blend the whole; as. Or e gon, scam per ing, in de pend ence. As 
seventy-five per cent of the words in common use are phonetic, the phonic 
lessons of the First and Second Grades, giving the pupil a knowledge of 
phonic elements, with power to blend them, and ability to break up new 
words into phonograms, are of great value in making him self-helpful in 
the mastery of words. 

The suggestion of the derivation of the word, and the direction to "see 
the picture" that the word calls up, will often fix both the word and its 
meaning in the mind. 

Non-phonetic words, such as says, tongue, carriage, pigeon, should be 
pronounced for the child and impressed by sentence use and by repetition. 

The drill upon the new words, phonetic and non-phonetic, should be 
thoroughly given before the study of the reading lesson is undertaken. 
The presentation of the words, and the drill upon them, may be advan- 
tageously given the day before the lesson is taken up, but they should be 
reviewed just before the lesson is studied. 

Drill on Phrasing. 

The eye must be trained to take in several related words at a glance. A 
good reader groups words into well-arranged phrases. The ability to group 
words properly must be cultivated early. To this end the following methods 
may be used. 

(6) 



(a) Select from the reading lessons phrases containing the difficult words, 
Avriting them upon the board. Develop and drill upon the hard words; 
then have the phrases read. The following will serve as examples of phrases : 

these delicate invalids 
seized and instantly crushed 
crossing the desert with a caravan 
through an opera glass 
a little Sister of Charity 

(&) Drill on phrasing or grouping of words in sentences as they occur in 
the reading lessons ; as, The little bird built her nest in the lilac bush. 



At first the detached phrases are given, to be read connectedly, as one 
reads the syllables of a long word. Care must be taken in reading the 
complete sentence that the pause is so short that the sentence seems to be 
read almost continuously. 

The phrase given should always be a sense unit, ending at a rhetorical 
pause. These, for example, are phrases : 

Some one has hidden my cap I just to keep me from having a good time ; 



but to keep me from, one has hidden, having a good, are not phrases. 



As the children gain power, longer and longer phrases should be given, or 
two or more phrases coupled. 

The application of this work in the reading lesson will give the children 
power to glance ahead and take in the thought, and will afford time to 
breathe at proper times. It will aid, therefore, in getting smooth, expressive 
reading. 

Training for quickness in phrasing can be given : 

(1) By exposing for a few moments one of a series of phrases written 
under a roller curtain, and then having the phrase read. 

(2) By flashing phrases written or printed on cards or on strips of paper. 

(3) By quickly writing and erasing phrases, allowing the class very little 
time to glance through each expression before it is erased and read aloud. 

(4) A good exercise for phrasing is the following: 

Write upon the board a number of sentences containing phrases. These 
given below are simply for illustration. Each teacher should make her own : 

I have a pretty new doll. 



She has blue eyes and light hair. 



I can sew for her. 

Baby likes to play with my doll. 



Ben has a little gray rabbit. 



He feeds it leaves and grass. 



My mamma has four white hens. 



She gives them corn. 

(7) 



First the short phrases should be read, then the longer or combined 
phrases, then the entire sentence. For example, in the second sentence the 
order of reading may be blue eyes, light hair, blue eyes and light hair; 



then the whole sentence. 

When the sentences have been read, many new sentences may be formed 
by combining parts of several sentences, the teacher quickly drawing the 
pointer under the parts recjuired, the pupil following and finally reading 
the sentence pointed out. The following are a few of the many sentences 
which can be made from those given : 

Baby has blue eyes and light hair. 

She has a pretty new doll. 

Baby likes to play with Ben. 

I can sew for baby. 

My mamma has pretty blue eyes. 

Ben has four white hens. 

He feeds them grass and corn. 

(5) With pupils of the Third, or Fourth Grade, write a paragraph or 
more, containing long sentences, upon the board. Read the paragraph, 
making the pauses noticeable ; then call upon a pupil to read to the first 
stop ; place a vertical line at that point ; call upon another pupil to read to 
the next pause, and so on. Have the entire paragraph read. Then take up 
a new paragraph and study sentence by sentence with the class to find the 
best places to stop ; that is, divide the selection into phrases. Draw a short 
vertical line at each stopping place. Have the pupils practice reading the 
selection, pausing slightly at the vertical lines. 

Two children, or the teacher and a child, may read the phrases alternately 
as if one person read the whole. Example : 

Jack and Joe had pale faces and thin cheeks. | The fresh air and 
sunshine | did not always find their way | into the street where the boys 
lived. 1 

One June day | a beautiful thing happened to Jack and Joe. | A lady 
came to their mother and said, | "Mrs. Brown, | will you let your boj'-s go 
out into the country with me | to stay a month ? | I will take good care of 
them." I 

After much drill has been given the class on proper phrasing, individuals 
may still find it difficult to know where to pause. Special help should then 
be given, the teacher telling the child as he studies, and if necessary, when 
he reads aloud, where to stop. 

(B) The meaning of difficult words and expressions should be made clear 
by use in sentences hy teacher and pupils, or by explanation in other ways. 

The children must have the requisite experience before they can under- 
stand many lessons. If the experience is wanting, it is necessary to omit 
the lesson or to give the needed experience by bringing in the materials, 
causing the requisite activities or stirring the right emotions, either through 
imitative reading or by a correlated story. 

(8) 



Silent Study. 

The silent study of the lesson should follow the drill on new words and 
on phrasing, except in special cases, where sight reading under the direction 
of the teacher is preferable. 

The aims in the silent study of the lesson should be for : 

(1) Final mastery of words and phrases. 

(2) Thought-getting; experiencing the feeling. 

(3) Visualizing; that is. seeing the pictures. (See page 14.) 

(4) Appreciation ; enjoyment. 

(5) Gaining ability to read the selection clearly and intelligently. 

Children should be taught how to study. Word-studying results in 
word-saying. Passive reading during the study-time results in poor reading 
in the recitation. 

Long-continued study of the lesson can not be obtained from young 
children. They are usually satisfied with one reading. A second or third 
reading may 1)e obtained ; but more should not be expected. Reviews and 
supplementary reading lessons may be given as busj^-work. 

Children will work better if a definite incentive is supplied for each 
study of the lesson. Directions may be given as follows : 

1. Master all the words. 

2. Study to get all the story or to understand all the thought. 

3. Practice on the reading of the lesson. 

4. Try to see the pictures described in the lesson and select the passages 
which you like. 

The Recitation. 

The best results are obtained by dividing a large class of one grade into 
at least two sections, so that one may recite while the other studies. 
Directions, explanations, and drills are given to each section as a whole; 
but in order to secure the best results with the least expenditure of time, 
each section is broken up during the recitation time into small groups. 
While one group recites the other groups of the section studj^ or do allied 
seat-work, such as reading and illustrating given paragraphs, answering 
questions on the lesson, reading review lessons or reading supplementary 
lessons or l^ooks. 

The pupil when reciting should take an easy natural position ; but this 
should be done unconsciously. His attention should not be on his bodily 
attitude, nor upon the manner in which he holds his book, but upon the 
message which he is to give from the printed page. It is wise, therefore, for 
the teacher to give to the class preliminary exercises upon the manner of 
standing and of holding the book, giving reasons for each direction and 
kindly correcting bad attitudes. During his recitation a pupil should not be 
disturbed by nagging criticisms upon his position. The following sugges- 
tions are given for ihe ieacher only. 

When reciting the pupil should stand erect, chest forward, head up, 
muscles free. 

(9) 



The weight should rest equally upon both feet, the toes being turned 
outward at a slight angle to secure a firm base ; or one foot may be placed a 
little in advance of the other, but the weight should always be borne by 
both feet equally; because resting the weight upon one foot tends to raise 
the opposite hip and shoulder, resulting ultimately in spinal curvature. 

The book should be held in the left hand, not so high as to interfere with 
the free passage of the voice, nor so low as to allow a stooping posture in 
the effort to see. The right hand should be dropped easily at the side. 

The position for seat recitation is similar ; chest up, head erect. The 
feet should be placed well forward and flat upon the floor. The arms 
may rest lightly upon the desk ; but the body should not be allowed to lean 
upon them. The trunk should be supported independently. The back 
should present a slightly concave curve. 

If the desk is sufficiently high, the book may rest at an angle upon the 
front edge. 

In the recitation the teacher should first rekindle interest by having 
questions previously given answered by asking bright test questions, by 
having a brief discussion by the class of interesting points in the lesson, 
by having favorite passages noted, or, if time permits, by having the story 
of the lesson told. 

It must be borne in mind that the reading hour is for reading, and the 
preparatory word and phrase drills, and the tests of thought-getting should 
not be allowed to usurp the time needed for the practice of oral reading. 
The preparatory work should be done quickly and effectually, with the 
thought in view that it is merely a means to an end, and that end is good 
reading. 

Methods in the Recitation. 

With little children the sentence by sentence method is specially useful. 
The entire class are asked to look at a sentence, not to whisper it word by 
word, as the^^ are inclined to do, but to look at it. Then one is asked to 
read the sentence aloud. All are told to look at the next sentence, and one 
is asked to read that. In this way all the class read every sentence and 
individuals are called promiscuously to read aloud. With older pupils 
sentence-by-sentence reading is a means of unifying the attention of the 
class, and of having many pupils read in a short time. It is well to use this 
method when the children are tired and interest lags. 

Continuous reading of the lesson should follow sentence-bj^-sentence 
reading. 

(&) A paragraph is read by a pupil; another pupil is questioned on it, 
or is called on to reproduce it. 

(c) Continuous reading of several paragraphs or pages gives the best 
practice in reading. 

There may be difficulty in holding the attention of other members of the 
class while one pupil reads continuous!}'- ; but the children may be stimulated 
to follow the thought; they may close their books and see if they can 
understand all that is read, or the reader may be stopped at any moment 

(10) 



and another child called on. Questions on the text just read may be asked, 
the inattentive pupils being called on most frequently. 

(d) One pupil may read a new selection, which he has studied, the others 
listening with books closed, and reproducing the thought or answering 
questions upon it. This method is good for sight reading of easy, interesting 
supplementary lessons or books. 

Backward pupils who stumble and hesitate so that their classmates become 
impatient when they read, may be coached before school upon a given selec- 
tion so as to read it creditably and surprise the class. The effect upon the 
individual and upon the class is most salutary. 

(e) In dialogue or conversational reading, the pupils may take the parts 
and "talk" the lesson, or better still, they may dramatize it. 

It is well at first for the teacher to assume the most difficult part, putting 
much spirit into her remarks, questions or replies. Pupils who subsequently 
take the part will unconsciously imitate her reading. 

Questions and answers may be prepared by the teacher and read by two 
pupils. 

"Conversation slips" — a spirited conversation written on numbered 
cards — -may be similarly used. 

(/) A good story is written on slips of cardboard which are numbered. 
These are distributed promiscuously among the class. The pupils are to 
read as if one person told the story. 

The children may then reproduce the story or answer questions upon it. 
As this is sight reading, the story should be comparatively easy for the class ; 
and it must be interesting. The following is a good example of a stoi-y for 
the Third Grade. 

Cut Up Story. 

Preliminary Word-drill. 

Scottish Chiefs — lettuce — waistband. 

AT THE LITTLE BOY's HOME. 

1. It was a hot day. The Little Boy was lying under the linden tree 
reading "Scottish Chiefs." 

2. The Little Boy's father was weeding the flower bed near by. His 
mother was at work in the house. 

3. "Little Boy," called his mother, "go out into the garden and bring 
me a head of lettuce." 

4. "0, I'm too hot!" said the Little Boy. 

5. At that his father picked him up by the waistband and dipped him into 
the tub of water that was standing near. 

6. "There, my son," he said, "now you are cool enough. Go and get that 
lettuce. ' ' 

7. The Little Boy went drip, drip, drip out into the garden and got the 
lettuce, and drip, drip, drip into the house to take it to his mother. 

8. But he said never a word. For that is the way they do things at the 
Little Boy's home. 

(11) 



9. You would not like it? Well, perhaps not. But the Little Boy is 
almost always happy and he is learning the truth of the old saying, — 

''Come when you're called, 
Do as you 're bid ; 
If you'll always do right, 
You'll never be chid."* 

Reviews. 

We like to do that which we can do well. Lessons that have been read well 
can be reviewed with much pleasure and profit, if the right spirit is aroused 
in the beginning. The review should not be a punishment for a poorly 
prepared lesson, but the repetition of the pleasure of a good lesson. The 
re-reading of lessons in which the words and thought have been mastered 
gives facility in reading and pleasure to the reader and to his hearers. 

After the new lesson has been studied, one or two lessons may be read as 
review daily. This forms good seat work. Definite assignments of pages to 
be read may be made by the teacher ; or each pupil may choose his hardest 
lesson, the lesson he likes best, or the lessons about animals, lessons about 
games, lessons from a given author, and the like. 

One day in the week, preferably Monday, should be devoted to a review of 
the week's work, the review to include much expressive, continuous reading. 

Expression. 

Reading should be natural. It is simply talking in order to express the 
thoughts and feelings of the author, to the end that those who hear may 
understand clearly the thoughts, and feel deeply the emotions presented. 

In worlving for good expression help the children to get the atmosphere of 
the selection to be read. Tell the story, at least in part, to make the setting 
clear. Have the children imagine the picture involved in the piece ; and 
lead them to appreciate the circumstances under which the speaker gave 
utterance to what he said. Get the child who is to read to put himself in the 
place of the person \s'ho spoke. Set the piece in the right kej^ In general, 
strive for animation. Let the tone for ordinary selections be bright and 
joyous. Get the reader to feel that he is talking with friends who enjOy 
listening to what he says. Reading aloud is often such a serious matter, that 
the tone naturally drops to a minor key or follows a dead level. If the tone 
is slow and solemn or monotonous, stop the reading and have the child 
describe something bright and interesting. Let him tell about the pleas- 
antest experience he can remember or tell about the funniest thing he ever 
saw. Then let him take up the selection and read in the tone which he has 
just used in his narration. 

An artist in painting a picture presents one main thought, and the details 
of the picture are subordinate to that. An author also has a central theme 
around which minor thoughts are grouped. Lead the child to find that 
message and tell it. 



This selection is from Richards, Laura E. — Five-Minute Stories. 

(12) 



The oft repeated assertion, "Let liim understand and feel what he reads 
and he will read with good expression," is largely true. Poor expression is 
commonly due to failure to get the thought in its fullness or to experience 
the feelings expressed by the author. In this case the remedy is clearly to 
bring out the thought by questions or suggestions or to explain the meaning. 

Not a few children, however, are self-conscious ; understanding the thought, 
they are unwilling to expose themselves to possible ridicule by rendering it. 
This is particularly true in the reading of selections expressing strong emo- 
tions. The remedy here is to put the reader at ease, to make him so inter- 
ested that he forgets his self -consciousness. To that end he may be allowed 
to read from his seat ; another child who is more confident may be asked to 
read the passage first ; or concert practice may be given in reading the diffi- 
cult passage after the teacher. Concert reading is usually very poor reading, 
but if the class is allowed to read a short passage following the teacher, the 
exercise is sometimes useful. 

Another cause for poor expression in reading is the fact that many Eng- 
lish-speaking children, and nearly all foreigners, have not fully acquired 
good habits of vocal expression. The conventional habits of accent, phrasing, 
and the proper use of pitch, inflection, force, and quality do not come nat- 
ural to children, but are learned almost wholly by unconscious imitation. 
The personal element does enter into the case ; but the child's mode of vocal 
expression is due largely to his environment. With foreign children and 
with others whose habits of speech are poor the best method in making the 
l)eginning is imitation of the teacher's reading, or better still of a child's, if 
one of the class can read well enough to give an excellent model. 

Imitative Reading. 

Rote work, or mechanical imitation, in which the teacher reads a few 
words or a sentence, the class repeat in concert, and so on, may bring appar- 
ently good results if the teacher is an excellent reader ; but it may be for 
many pupils a complete failure, resulting in inattentive, mechanical reading 
or affected expression, giving little or no help toward the reading of the next 
lesson, and bringing not the slightest mental gain to the pupils. 

The children need good models in reading, and the teacher should fre- 
quently read to them. To prevent slavish imitation of inflections, pauses, 
emphasis, and quality of tone, she should read at length — an entire poem or 
several paragraphs. She should then study the portion read, with the class, 
to make sure that they understand it ; and should draw out the pupils to 
express their own interpretation. Then, after the silent study of the selec- 
tion, each will imitate the teacher's model in his own way. There ought to 
be no mechanical imitation when each pupil has appropriated the thought 
for himself. 

Poetry, which is not the natural language of children, and prose selections 
which are in a measure beyond the pupils (if such lessons should ever be 
given) , are best taught by imitation. When a child has not fully grasped the 
thought, an expressive rendering of the passage is often the best possible 
means of making it clear. 

(13) 



A poem should be presented by a sympathetic, musical reading in order 
that the class may feel the rhythm and get the beauty of the whole. Then 
a stanza at a time may be read by the teacher, with needed explanations 
from pupils or teacher. 

In other words, after the poem has been read aloud by the teacher, stanza 
by stanza should be studied by pupils and teacher together, until the mean- 
ing is clear. The object is to get the children to understand the thought, to 
experience the feeling, and to appreciate in some measure the beauty of the 
poem. Definition, analysis of structure, and hunting down all allusions and 
references may rob the selection of its life and beauty. Such study has no 
place in the primary grades. 

After the reading and study with the teacher, the class should study and 
practice upon the reading of the poem, and finally, should read it aloud. 

Visualizing as an Aid in Reading. 

When pupils have learned to read easily and continuously, to glean new 
thoughts from the printed page with little effort, much of their enjoyment 
and, indeed, much of their ability to comprehend fully what they read and 
to interpret it to others by means of expressive oral reading, depends upon 
their power to construct, from their own concepts, the word pictures 
described. 

The power to visualize is helpful in almost every department of school 
work, particularly in reading, descriptive geography, applied mathematics, 
illustrative drawing, history, and literature. Nor does the utility of the 
power to visualize end with the work of the schools. There is no avocation 
of life, except purely manual labor, which does not require the ability to 
picture conditions, needs and results. 

In the Third Grade, possibly earlier, the children should be taught to 
visualize the word pictures in their lessons. The pictures which they see 
they should be led to describe orally or to reproduce by drawing. 

The preparation for this work in visualizing is gradually made, almost 
from the beginning of school work. "When the word ball, kitty or bird is 
presented to the First Grade pupils they learn to picture the symbol, and 
then through the word they call up the mental picture of the object. Each 
new noun or active verb as it is taught should be pictured mentally by the 
children. Memory is powerfully aided by this act of visualizing. Complete 
sentences are pictured in the same way in response to the teacher's sugges- 
tion ; and the seeing of pictures soon becomes, consciously or unconsciously, 
a part of the children's study. 

It is wise for the teacher to call the attention of Second Grade pupils to 
any passages in their lessons that bring out good pictures, and have the imag- 
ined scenes described briefly. Children are prone to go off on imaginative 
tangents, giving free reign to their fancy ; but this should be discouraged. 
While they should be led to talk freely and to add some appropriate details, 
the pictures given should be a true interpretation of the passage read. 

In taking up the work in the Third Grade a single word may first be given 
and the children led to describe the picture which it calls up ; for example, 
tree, river, winter, wave. (i4) 



Next sentences having picturing power may be given; as, It was a sum- 
mer day. — The children searched in the long grass. — The yellowbirds sang 
of gardens blooming with flowers, and of bees and butterflies and sparkling 
waters. (State Third Reader, page 147.) 

Then the teacher should read, or, better, recite a longer passage giving a 
good word picture and describe to the class what she sees in the selection. 
She should then give another passage and ask the pupils to describe the 
picture ; she, herself, supplementing their meager descriptions. This work 
should be carried on as subordinate part of the reading lessons until the 
class understand what is meant by seeing pictures in a selection. Then the 
application should be made ; the children being asked to make clear pictures 
for given paragraphs in their reading lessons. 

The following selections show what kind of material should be used for 
visualizing : 

"When Oliver was quite small he used to ride with his father 
and mother, sitting between them, and sometimes driving the horse. 
One of their drives was over the bridge to the next town. There 
was an old brown house by the roadside, and in the yard was a 
garden of man.y bright flowers." (State Third Reader, page 126.) 

"In his own garden was a row of tall sunflowers growing near 
an old pear tree. The yellowbirds seemed very fond of them, and 
Oliver loved to watch them flutter about, 'golden, in the golden 
light, over the golden flowers.' " (State Third Reader, page 127.) 

' ' They drive home the cows from the pasture 
Up through the long, shady lane, 
Where the quail whistles loud in the wheat fields 
That are yellow with ripening grain." 

"The breaking waves dashed high 
On a stern and rock-bound coast, 
And the woods against a stormy sky 
Their giant branches tossed ; 

And the heavy night hung dark 

The hills and waters o 'er. 
When a band of exiles moored their bark 

On the wild New England shore. ' ' 

—State Third Reader, pages 123-4. 

In the work of the Fourth Grade the children may find for themselves the 
passages containing fine pictui:es and describe the scenes brought to mind 
by the selections. 

Breathing Exercises. 

It is needless to argue for full, deep breathing. Abundant and correct 
breathing is vitally important in oral reading. Breath is the motive power ; 
and proper breathing is the means of obtaining clear, resonant tones so 
essential to good reading. 

(15) 



Before giving breathing exercises give the children, briefly, the idea of the 
chest cavity, and tell them how it can be made larger in three ways, (1) by 
raising the chest; (2) by making the trunk larger around, that is, by 
lifting the ribs; and (3) by lowering the muscular wall that forms the floor 
of the chest cavity. Teach the pupils to breathe fully, that is, to expand the 
chest in all of these three ways, to make it as large as possible. 

Before beginning to read, it is wise to take full breath ; and before under- 
taking to read long sentences it is necessary to take full breath and hold the 
muscular wall (the diaphragm) taut so as to hold a sufficient breath supply. 

1. Breathe through the nose and expel the air through the nose, teacher 
counting, "1 — 2 — 3 — 4 — 5 — 6." Vary by increasing the number of counts 
and by counting more slowly. 

2. Inhale through the nose and at a signal, forcibly expel the air through 
the nose. Var}^ b}^ expelling the air explosively through the mouth. 

3. Throw out the breath in the lungs, inhale slowly, and let out the breath 
by giving the sound of long a in a whisper. Vary by sounding, oo audibly 
and musically. Give Italian a (a) in a similar way, making the mouth 
cavity large. Be sure that the tone is musical. 

4. Inhale and count aloud in bright, well-rounded tones and with clear 
articulation. 

5. Inhale, taking ten sIoav steps and exhale taking ten. The class may 
march around the room in this exercise. 

6. Throw out the breath as fully as possible and take a long, full inspira- 
tion. ''Pack" more air into the lungs by taking as many short breaths as 
possible. Exhale slowly and fully. 

Brief breathing exercises should frequently be given as a class exercise 
before the reading lesson. The windows should be open and generally the 
class should stand. The exercises thus given freshen and animate the class 
and result to some degree, in the oral reading, in the use of full, clear 
resonant tone. 

Correction of Errors. 

"Word-saying" is a common fault in the primary grades. The causes are : 
unf amiliarity with the words ; failure to group words in phrases ; the habit 
of pointing, with finger, pencil or pointer to word after word (a habit 
fostered sometimes by parents and teachers) ; and failure to let the eyes run 
ahead of the voice and take in the phrase that is to be read next. 

The remedies are clearly to make the class thoroughly familiar with the 
words before reading is attempted ; to teach the pupils to group words in 
phrases (See page 6) ; to explain to the class how to let the eyes read in 
advance of the voice, and to give practice in this exercise. 

The remedies for monotonous and expressionless reading have already 
been suggested under General Methods, page 12. 

Enunciation and Pronunciation. 

Oral speech abounds in errors of enunciation and pronunciation. Such 
sentences as, ' ' Whad jew say V " S 'pose yuh gimme yer ba-a-sket. " " Wy 
I wuz jus' lookin' fur sump in' I want," are so common as to pass unchal- 
lenged. (16) 



The errors commonly made are few in number, when classified ; and they 
can be eliminated by simple exercises persistently given. 

Whatever the faults may be they must be removed by cavising the child to 
form correct vocal habits in place of his incorrect habits. Merely telling him 
his mistake will do no good. One or two attempts to give the correct sound 
will avail but little. His first success is but the starting point. He must 
repeat the correct sound again and again, while the after image of the posi- 
tion and movements of the vocal organs is still vivid in his memory. He 
must be led to practice over and over the correct sovind after the lapse of 
short intervals of time and to repeat the practice day by day until the use 
of the correct form becomes reflex. 

Unless the teacher ^ able to give the necessary attention and time to the 
correction of faults of eniinciation and pronunciation, she might better not 
attempt it ; for a mere beginning is an utter loss of time and energy. 

The most common faults in enunciation may be classified as follows :* 

1. Failure to give clearly final 

g as in going, playing, singing, supposing; 

d in lend, send, friend, and, held ; 

t in kept, let, left, don 't, didn 't, lift ; 

V in give, leave, have ; also medial v in seven, ever. 

2. Th (vocal) pronounced as d in this, the, them, mother, father, other, 
bother, brother. 

3. Th (aspirate) pronounced as t in such words as thirty, three, thousand, 
thought, through. 

4. Wh sounded as iv in such words as why, white, wheat, which, where, 
what. 

5. Omission and slurring of vowels and of p, r, n, c, etc. in such words as 
surprise, suppose, Arctic, government, February, library, every. 

6. Omission of // or th in phrases like for him, with Iter, to them, after 
Jiim, without them. 

Words Commonly Mispronounced. 

just — (.jus', jist, jest) have to — (haf to, haf ter) 

can — (kin, c'n) nothing — (nothin', nawthin') 

catch — (ketch) to-morrow — ^(to-morrah, to-morrer) 

get — (git) yesterday — (yesticldy, yistad'y, 
was — ( wuz ) y estahd 'y ) 

for — (fur, foah) clothes — (close) 

saw — (sor, sawn) " asked — (axed, ast, aasked) 

been — -(ben) real — (reel) 

to— (ter, tuh) little— (lil', litto, liddle, itto, 
scared: — (skeered, scart) leetle) 

because — (becuz, 'cause, cuz) believe — (b'leeve) 



* A list of the errors made by the pupils of twelve primary classes during a period of 
two years has been collated and the list here given is the result. 

1— BUL. 8. (17) 



your — (yer, yore) 

it— (ut) 

like— (luk) 

hen— (hin) 

men — (min) 

there — (they) 

no — (noap, naw) 

forget — (furgit) 

picture — (pic-cher, pictcha) 



often — (often, offin) 
toward — ( to-war d) 
again — (agin, again) 
paper — (papuh) 
February — (Feb 'uary) 
library — (liberry) 
give me — (gimme) 
surprise — (supprise) 
government — ( gover 'ment) 



The causes of poor enunciation and pronunciation are : 
(a) hearing incorrect speech, 
(&) defective hearing, 
(c) defective or uncontrolled vocal organs, 
{d) lack of discriminating attention. 

The first essential in remedying faults of enunciation and pronunciation 
is, without doubt, securing the interested cooperation of the pupils so that 
each strives earnestly to correct his own faults. 

(2) The teacher should enunciate very clearly, even slightly exaggerating 
the final consonants and the sounds usually slurred. 

(3) Children should be trained to see accurately and to render correctly 
all new words in their reading lessons. The phonic exercises suggested for 
First and Second Grades train pupils to see the parts of words and to give 
each phonetic element its full sound. These lessons are invaluable in 
securing clear and correct pronunciation. 

(4) Short drill exercises should be given on the correct form of words 
commonly mispronounced. Such drills may be given to individuals, to small 
groups of pupils, then to several classes or to the entire school at once. Care 
must be taken, however, that each pupil gets the sound correctly. 

Drill 1. 

(a) To secure good lip movement, which is necessary for clear enunciation, 
have the pupils sound the letters at the angles 
of the triangle, changing the order, and repeat- 
ing the exercise many times. Show the children 
how to move the lips and make the object of the 
exercises clear to the class. 

(5) "With good lip movement, have these ex- 
pressions pronounced. If necessary show the 
pupils hoAv to pronounce correctly and to move 
the lips well. 

Give me the basket. 

Lend me your knife. 

for him. 

after her. 

with them. 

to him. 
(18) 




Did you ? 
Would you ? 
Could you? 
Didn't you f 
Shouldn't you? 
Haven't vou? 



Drill 2. 
Grive this drill after Drill 1 has been practically mastered. Have final 
consonants clearly given. In giving each word or separated consonant there 
should be a fresh impulse from the diaphragm,* and the consonant should 
be given explosively. 

just — t — t — t — told 

told — d — d — d — dog 

dog— g—g—g— give 

give — V — V — V — vain 

vain — n — n — n — near 

near — r — r — r — rob 

rob — b — b — b— bold. 

Drill 3. 

Have medial and final consonants given very clearly. Instead of pausing 

noticeably between the syllables a new impulse from the diaphragm* should 
be given in beginning the second syllable. 

at-tack ap-peal at-tempt 

ad-dress ap-proaeh ac-cept 

oc-cur in-ner ar-rears 

ef-fect up-per as-sist 

ag-gressor ut-ter ag-grieve 

im-mense ac-cord im-mune 



Drill 4. 
Review Drill 1. Get good lip movement and have these words pronounced 

after the teacher, then by individuals without the teacher's help and finally 

by the class : 

can believe yesterday 

catch library there was 

because February could have 

forget every government 

surprise Arctic Avith her 

nothing again have to 



held 

just 

swept 

get 

suppose 

something 



Drill 5. 

An old oak tree. Boys and girls 

Just catch me, if you can. 

I was surprised to see your brother with her. 

Did you go to the library last February ? 

"Would you lend me your knife ? 

"Will you give me something to eat? 

Didn't you suppose there was a library here ? 

Tell me what you did yesterday. 

What did you say? 
Addition drills should be made by each teacher to fit the needs of her class. 
The application of this work must be made in the children 's oral reading 
and in their ordinary speech. 

* See Breathing Exercises, page l.j. (10) » 



PHONIC LESSONS FOR SECOND AND THIRD GRADES. 



Pupils who have had the phonics course accompanying the Primer and 
First Reader (S. F. Normal Bulletin 3, New Series) should review the most 
difficult lessons during the first term of the Second Grade. The required 
lessons are given under the headings Phonic Lessons with Primer and 
Phonic Lessons with First Reader, page 21 and page 31. 

The Additional Lessons can readily be completed during the second term 
of the Second Grade or the first term of the Third Grade. 

For pupils of the Second or Third Grades who have not had the phonics 
course with the Primer and First Reader, the work may be condensed and 
given as follows : 

I. Present the consonants from known words, by having a pupil say a 
word and then hegin to say it, thus obtaining the sound by natural analysis. 
For example, write see on the board, have it pronounced, then have a pupil 
begin the word, as the teacher erases or covers ee. In obtaining the sound 
of z the last sound of the word is prolonged. 

The list which follows indicates the order in which the consonants should 
be taught ; and gives the words from which the sounds may be derived. 



s — see 


t— to 


y— you 


m — mamma 


d— doll 


th (aspirate) thick 


f— feed 


h — have 


b— ball 


r — run 


g— give 


wh — white 


c — can 


sh — shell 


V — very 


k— kitty 


w — will 


z — buzz 


p — papa 


th— that 


s like z (§) his 


1— like 


j — Jack 


c like s (g) cents 


n — nest 


ch — chick 


g like j (g) gem 



With pupils of the Second or Third Grade five or more consonants may 
be presented in each lesson. 

In a few cases stories or suggestions will aid the children in learning and 
remembering the sounds. Thus the sound of w is like the sound of the wind 
in the trees ; sh is the sound that means keep still ; ch suggests the sound that 
the engine makes as the train starts. The sound of g, which is difficult to 
obtain, may be compared to the sound made when a liquid is poured from 
a bottle. The sound of tvh may be obtained by blowing against the finger 
as if one were blowing out a candle. 

These devices are merely supplementary, however; the presentation of 
sounds should be made by the analysis of known words. 

As the sounds are being taught, drill thoroughly and review constantly. 
Continue to review after the consonants are apparently mastered. Make the 
drill bright and quick, using varied devices. 

Suggestions for Drills. 

1. Have a chart of consonants on the blackboard or on paper to form a 
wall chart. Point quickly and promiscuously to letters, calling on indi- 
viduals and occasionally upon the class to sound them. 

(20) 



2. Flash before the class cards containing the consonants in large print 
or script, one letter on a card. Have the letter sonnded as it is shown. 

Vary the drill by giving the card to the pupil who correctly sounds the 
letter or to the monitor at the front of his row. The pupil or the row having 
the most cards wins the game. 

3. Write a letter on the board, instantly erasing it. While writing call 
upon a child to give the sound. 

4. Have the chart of consonants before tlie class. Let each choose a letter 
and sound it to see if the teacher can, from his sounding, write the letter 
which he has chosen. When the pupils can sound the consonants readily a 
child or a class may write, other children or the teacher dictating. 

II. When the consonants are thoroughly learned, make the class familiar 
with the most commonly used word-forms, or compound phonograms, and 
the words built upon them. Each word-form, or compound phonogram, 
should be derived from a familiar word. For example, in obtaining the 
word-form est, place nest on the board and have it pronounced by the class; 
have n sounded and erase it. Then have a pupil sound est. 

As the word-forms are presented drill and review constantly, using the 
same methods as for drill on consonants. The flash cards are specially useful 
in tills work. 



PHONIC LESSONS WITH PRIMER. 



Lesson 1. 

Review consonants by means of flash cards. 

Write on the board the familiar word can, and have it pronounced. Erase 
c and have a)t pronounced. Prefix p, have it sounded and the word pan pro- 
nounced. 

Build in turn : 

man nan Dan span 

ran tan ban scan 

fan bran span than 

In building words containing digraphs and trigraphs, prefix a consonant 
at a time as a)i, ran, bran. Note that tti in than is not a digraph, but a 
simple sound. 

Have the phonetic words read repeatedly. Erase, build again and have 
the list read. Have all lists read in pleasant, natural tone. When the words 
are read with ease, have these sentences read at sight : 

Nan can catch a ball. 

Papa has a span of horses. 

Get a milk-pan for mamma. 

The milk-man gives his cow bran. 

I am older than Dan. 



Lesson 2. 
From an, by change of final consonant, build the word-forms ah, ad, ag, 
am, ap, and at. By adding p to am, get amp. Similarly add d to an to get 
and. Drill on the word-forms until they are mastered. In the list of words 
given below underline each word-form and have it pronounced ; then have 
the words read at sight : 



bag 


lamp 


stab 


sap 


handsome 


cab 


scrap 


jam 


stamps 


scamper 


ham 


scat 


bad 


cabin 


band-stand 


rags 


nap 


batter 


brand 


habit 


tap 


stag 


snap 


camping 


scatter 


slap 


stand 


rabbit 


happen 


landing 



After a rapid drill on the words, have the lines read competitively, each 
pupil reading silently and standing when he finishes the line. Then have a 
pupil read aloud, and all who agree, sit. 

Lesson 3. 

From thank get the word-form ank; change to ang. From an build ant. 
Develop atch from catch. Let the children sound ash without help. Drill 
on all these word-forms until they are mastered; then build the words given 
below. To facilitate rapid building have the word-forms on the board and 
and the letters to be prefixed or added written in very small script and in 
dark blue chalk so as to be invisible to the class. 

dash rang banker hatching 



clash 


scratch 


blanket 


slanting 


plant 


bank 


trash 


crash 


sang 


latch 


matches 


clang 


splash 


sank 


sprang 


lantern 



Lesson 4. 

Review consonants from the blackboard or wall-chart; individuals and 
sometimes the class giving the sound as the teacher points to the letter. 

Write the word mice on the board, and have it pronounced. Erase m and 
get ice. Prefix r, have it sounded, and have the word rice pronounced. In 
a similar way build the entire list. Have the words read many times. 

rice slice twice 





nice 
dice 
trice 




spice 
price 
splice 


thrice 
slices 




When the 


words are learned. 


have these sentences read at si 


ght: 






Mice like cake. 
This is nice cake. 
Will you have a slice ? 
It is spice cake. 
I like rice and milk. 












(22) 







Lesson 5. 

From the familiar word ijlajj derive ay. Build the following words and 
have them read repeatedly : 



say 


sway 


dray 


stray 


pay-day 


day 


gay 


stay 


slay 


straying 


May-da}'- 


bray 


clay 


spray 


draj^-man 


hay 


gray 


braying 


Tray 


to-day 


jay 


away 


staying 


strayed 


ahvays 




Will yoii 


stay with me to-day ? 






Go away. 


, Tray, 








I want to feed the little 


gray kitty. 






There is 


a stray horse. 








Please get that spray of 


roses for me. 





late 


grate 


mate 


Kate 


gate 


skate 


rate 


dates 


crate 


state 



Lesson 6. 

From the known w-ord slate derive ate and build the following words : 

fate hateful grateful 

hate gate-keeper rebate 

plate plated debate 

play-mate later statement 

skater lateh^ prate 

Have these similar words read at sight : 

same race shapes shade flame 

tame blade grapes became flaming 

pale shameful plane cape stale 

When the words are mastered give the following sentences for sight 
reading : 

Do you like dates? 
Kate is my play-mate. 
I like to skate on the ice. 
]\Iake a fire in the grate. 
I am grateful to my mother. 

Lesson 7. 

From these familiar words derive the word-forms following : 
see — ee bed — ed I)ig — ig 

seed — eed hat — at green — een 

nest — est ride — ide came — ame 

had — ad run — un 

Drill on the word-forms until all are learned, then by means of the Phonics 
Frame* or by writing on the board prefix s to the required word-forms to 

* PHO^'ICS Frame. — This is especially valuable in the word-building required in the 
phonics lessons. 

The simple apparatus needed may be constructed as follows : To the opposite ends of 
an oblong board 11 inches long 5 inches wide and %-inch thick, firmly attach wooden 

(23) 



build see, seen, seed, sun, sad, side, sat, same. Have the words read as they 
are built. In a similar manner build with f, h, iv, h, sh, hi' and si, by com- 
bining with suitable word-forms. 

Lesson 8. 

Review consonants using the flash cards. 

From pail get ail b\^ erasing p; then build these words having them read 
frequently in pleasant, natural tone : 



sail tail 




jail 


wailing 


mailing 


mail bail 




wail 


nailing 


sailor 


hail grail 




nails 


jailer 


railroad 


rail nail 




snails 


railing 


tailor 


trail fail 




flail 


sailing 


mainsail 


milar words to be read at 


sight : 






dainty 


painted 


fainted 


plains 


straining 


painless 


waited 


strainer 


waiter 


paid 




strait 


plainly 



There are twentj^-four sailors on the ship. 

Will you mail this letter? 

The tailor is making a coat. 

A trail leads from one camp to the other. 

Here is the tea-strainer. 

Lesson 9. 

Build the following words from the familiar word old: 



gold 


bold 


folding 


holder 


coldly 


cold 


fold 


scold 


unfolded 


scolding 


hold 


moid 


folder 


golden 


boldness 


told 


sold 


molding 


boldly 


retold 



Fold your paper twice. 

Are you cold to-day? 

Papa told me to hold his horse. 



uprights about 1 inch square and 7 inches long. Through the upper ends of these uprights 
run a small brass rod, so arranged as to be detachable. 

With a punch make two holes near the upper corners of each flash card, taking care 
that the punching is uniform. By means of adjustable steel rings hang the cards on the 
brass rod. 

As a word is named or a phonogram sounded the card is turned back over the rod 
leaving another word or phonogram in view. A quick and very effective drill may be 
given in this way. 

For phonics lessons drills may be given on (o) consonants, (h) word-forms, (c) pho- 
netic words based on a given word-form, that is, rhyming words, (d) phonetic words 
beginning with a given consonant, digraph or trigraph, as swing, sweet, swell, swish. 

For drill on phonetic words (c) hang on the right side of the frame, on the brass rod, 
a card bearing the word-form and on the left side a set of cards containing the con- 
sonants, digraphs and trigraphs which will, with the word-form, make words. The cards 
on the left side are successively turned back over the rod, revealing word after word. 

For drill on phonetic words (d) a card containing a single consonant, digraph or 
trigraph (as f, cl, spr) is placed on the left side of the frame on the rod; and after it a 
set of cards containing word-forms which, with the initial consonant, digraph or trigraph 
will make words. The cards on the right are successively turned, to show word after word. 

(24) 



Jack sold all his papers. 

Mamma Avill not scold me. 

See that bold little squirrel; 

He is holding a nut in his paws. 

The Fleet came through the Golden Gate. 

Lesson 10 — Review. 

By means of fllash-cards or the Phonics Frame review the consonants 
s, f, r, c, k, p, I, n, t, d, li, g, sli, w, m, th, j, cli, y, h, wh, v, z; and drill on 
the word-forms an, ah, ad, ay, am, ap, at, amp, and, asJi, auk, any, ice, 
ay, ate, ee, eed, een, est, ed, ide, un, ig, ame. 

As new word-forms are presented in later lessons they should be added 
to this list and the whole used in frequent reviews. 

After going over the word-forms and consonants several times give the 
cards to those who correctly sound the phonograms. The pupil or the row 
having the most cards at the close of the drill wins the game. 

Have competitive reading of these words : 



blanket 


scraps 


lantern 


golden 


banner 


mainsail 


stagger 


splashes 


scampering 


sailor 


screen 


slang 


shameless 


stately 


bride 


gateway 


happen 


thrice 


stride 


ungrateful 


thankful 


spraying 


boldly 


blameless 



Lesson 11. 

Review^ the w^ord-forms aii, ice, ay, ate, ee, eed, een, est, ad, ed, at, ide, un, 
ig, ail, old, by means of flash cards or charts. 

Have the following Avorcls read down, up and across the columns : 

sat red lap 

sail ride lad 

sold rail lake 

side rake led 

scat rat let 

scold mail ■ pink 

sad mold pet 

sled mad pail 

sand mat pat 

Lesson 12. 

Build for rapid reading these w'orcls : 
Jack rack 

back crack 

lack black 

tack stack 

track shack 

whack blacken 

racket lirackish 

(25) 



pack 


blacking 


packer 


packing 


cracker 


stacking 


blacker 


cracking 


package 


slacken 


mackerel 


unpacking 


placket 


bracket 



When the words are mastered the class may read at sight the following 
sentences and jingles : 

Do yon like crackers and cheese ? 

Pnt on yonr jacket and go to the store. 

Mamma wants a mackerel and a small sack of cracked wheat. 

You may get some blacking for me. . 

Get a package of tacks for papa. 



' Coal to sack, 

Boots to black, 
Hay to stack, 



' ' Nuts to crack, 

And eat with a smack ; 

Save some for Jack. 



A trunk to pack." 



Lesson 13. 

From sing obtain the word-form ing. Form the monosyllables by means 
of the Phonics Frame or prefix the required consonants to the word-form 
on a card or chart. The derivative words, such as wringer, bringing, king- 
dom, should be built on the blackboard. 



ring 


sling 


singer 


king-bird 


kingly 


king 


cling 


clinging 


ringlet 


swinging 


brings 


sting 


flings 


bell-ringer 


something 


wing 


spring 


bringing 


shingle 


kingdom 


swings 


wring 


flinging 


tingle 


springtime 


thing 


wringer 


stinger 


single 





Take care ! The bee will sting you. 

Please bring me the wringer. 

There is a spring of clear water on the hillside. 

A vine is clinging to the old wall. 

The bells were all ringing, 

The birds, too, were singing, 

The children were swinging 

In the swing by the spring. 



Lesson 14. • 

Phonics Lesson. Let the children give words that sound like cake, the 
teacher writing the list on the board. The following words should be given, 
and the list read frequently : 

make rake 

cake take 

bake drake 

awake baking 

baker maker 

waken flakes 



stake 


lake 


shake 


wake 


snake 


snowflake 


shaking 


taken 


brakeman 


shaker 


forsake 


taking 



(26) 



Similar words to be read at sight, after the word-form in each has been 
underlined and pronounced : 



gale 


stale 


grade 


ashamed 


whale 


space 


blame 


tame 


cage 


package 


slave 


shave 


stage 


manage 


bravely 


raven 


baggage 


advantage 


pavement 


wages 



When the words are easily read, these sentences may be given for sight 
reading : 

A cake to bake. 

The hay to rake. 

Trees to shake. 

I can make the cake. 
Jack will rake the hay. 
Ned will shake the trees. 
"We will get the nuts. 
May will take baby to ride. 

Lesson 15. 

From hooh build took and sliook. 

Have the word-forms of the following lists on the board. Drill on these, 
then prefix the recpiired consonant to each and have the words read repeat- 
edly down the columns and across : 

told ran gate shape 

tide rest gold shame 

take ride gun shade 

tack • rill gay shake 

till rate wake shook 

-took rake wail slum 

tail rack -wish shad 

-tall rail -wall sheen 

Lesson 16. 

From ride obtain the word-form ide and build these words for rapid 



reading : 










side 


bride 


glide 


divide 


gliding 


hide 


chide 


aside 


outside 


sliding 


wide 


slide 


betide 


widen 


widest 


pride 


stride 


inside 


riding 


deride 



Similar words to be read at sight, after the word-forms have been under- 
lined and pronounced : 



ripe 


vine 


miner 


five 


chimes 


snipe 


decline 


rice 


drive 


spire 


stripe 


twine 


thrice 


fireman 


tired 


mine 


spine 


splice 


dime 


retire 


invite 


inviting 


beside 

(27) 


admire 


smiled 











Lesson 


17. 




Build for 


rap: 


id 


reading : 








hood 






hook 




brooklet 


crooking 


wood 






rook 




look 


looking 


stood 






crook 




took 


forsook 


good 






nook 




hooking 


fish-hook 



Build lunch from run. Then have these sentences read: 

On Jennie's birthday we went to the woods. 

We took a basket of lunch. 

Mamma made us some cookies. 

Frank took his fish-hook and line. 

He fished in the brook. 

We had a good time. 

Review by use of flash cards the consonants and word-forms listed in 
Lesson 10. 

Lesson 18. 

From i:)inJx derive the word-form ink and build: 



sink 


thinks 


brink 


tinker 


slink 


link 


thinker 


winking 


tinkle 


trinket 


rink 


chinks 


thinking 


twinkle 


blink 



wink mink sinking wrinkle blinking 

' ' Twinkle, twinkle, little star. ' "' 

The tinker mended our old sink. 

Do you go to the rink to skate? 

Hear the bells tinkle. 

The cat lies winking and blinking in the sunshine. 

Review the sound of v, deriving it anew from very. Prefix v in turn to 
an, ice, est, oil and at; and have the words thus formed read repeatedly. 

Lesson 19. 

From 'will obtain the word-form ill. Build on the Phonies Frame or by 
prefixing letter cards, containing the required consonants, to the card con- 
taining the word-form, the simple words of the following list. Build the 
longer words, such as stillest, chilly, village and shilling, on the board. 

mill bill spill Jill drilling 

fill till drill frills chill 

hillside willing stillest shrill chilly 

still miller shilling skilful village 

(28) 



Similar Word 


Is: 








Have the pupils read at sight the word-forms ilt, ilk, im, 


id, ip, ish, 


then have these words read : 








stilts 


tilted 


milky 


wilting 


villager 


spilt 


silken 


filter 


pillage 


Pilgrim 


gimlet 


thimble 


scrim 


bids 


mist 


thicket 


slim 


wishing 


fist 


drip 


dipper 


thickness 


dimly 
Lesson 20. 


picket 


stricken 


From haU get the word-form 


all ; from tell. 


get ell. Build 




fell 


speller Stell 


a fall 


hall 


callers 


bell 


shells spell 


ing taller 


gall 


smallest 


Nell 


dwell dell 


stall 


fallen 


falling 


well 


teller yelling call 


wall 


recall 


Have these 


words read ])y an 


alogy : 






walk 


talk 


chalk 


calk 


balk 


salt 


malt 


halt 


cobalt 


falter 


felt 


melt 


belt 


smelt 


smelter 



Have the pupils pronounce these word-forms independently: et, en, ent, 
end, ench, est, elt. Have these printed on a chart. Prefix to each in turn 
(except en) a letter card containing h and have the words thus made pro- 
nounced. Prefix letter cards containing m, s, w, and /' to word-forms with 
which thev will make words, and have these words named. 







Lesson 21. 






Build these 


words : 










keep 




sweep 


sheep 


deepest 


keeper 




sweeper 


steepest 


creeping 


weepinj 




sleeper 


sweeping 


bookkeeper 


Similar wor 


ds to be read at sight : 








seem 


indeed 


creek 




screen 


creed 


sleek 


cheek 


meeknesi^ 


> 


steel 


sleeves 


feelings 


between cheerful] 


ly 


beechnuts 


fleecy 


week 


breeze 


needles 




sheet 


breezy 



The creek is deep and clear. 

This bank is steeper than the hill. 

]\Iy knife l)lades are made of steel. 

Our baby can not walk, but she can creep. 

There are light, fleecy clouds in the sky. 

Review by means of Phonics Frame or fiash cards the word-forms given 
in Lesson 10, adding ack, ing, ake, ide, ood, ook, ink, ilt, ilk, im, id, ip, ish, 
ick, fU, (t, c)t, eiit, end, ench, est, elt, eep. 

(29) 



Lesson 22. 

From pine get the word-form ine, and build these words for rapid reading. 
The monosyllables may be built on the Phonics Frame or by prefixing 
letter cards to the card containing the word-form. (See page 21.) 



dine 


vine 


finer 


finely 


swine 


line 


shine 


shining 


diner 


untwine 


wine 


brine 


twining 


spine 


recline 


mine 


whine 


miner 


sunshine 


inclined 



Similar words for sight reading, to be read after the word-forms are 
underlined by the teacher and pronounced by pupils : 



dime 


inspire 


contrive 


invite 


spike 


strive 


sidewalk 


contrivings 


behind 


blindness 


whiten 


drive 


bee-hive 


ripening 


strike 


polite 


driving 


likeness 
Lesson 23. 


strife 


climate 



Review by means of flash-cards the word-forms given in Lessons 10 
and 21. 

Phonics Lesson. Build for sight reading the following words, using Grace 
as a beginning. In forming the derivative words such as facing, simply 
erase the final e in the root word and add ing. The class will find no 
difficulty in reading the words thus formed; but the writing of the words 
and the rule involved are too difficult for First Grade pupils : 



face 


race 




racing 


lace 


mace 




pacing 


place 


racer 




spacing 


pace 


pacer 




lacing 


space 


facing 




placing 


grace 


replace 
Let's run a race. 




graceful 




Mace is a kind of 


spice. 






Papa's horse is a 


pacer. 





Lesson 24. 
Build the following words for rapid reading, using rock as a key word : 



mock 


shock 


block 


cockle 


shocking 


sock 


locket 


stocking 


mocks 


stockade 


lock 


pocket 


rocking 


mocking-bird 


blockade 


clock 


rocket 


locking 


socket 


mockery 


stock 


crock 


crockery 


frock 


knocking 



(30) 



Sentences for sight reading : 

Some one is knocking at the door. 
Papa's frock coat has five pockets. 
The street is ahnost blockaded. 
Nellie has a gold locket and a chain. 
Did you send np any skyrockets'? 

Lesson 25. 

From ■)wt get the word-form ot. From ot, by change of the final eon- 
sonant get og, od, op, oh, on, oil. To on add d to form ond; and from ond, 
by change of the final consonant, ])uild ong. Drill thoroughly on these 
word-forms. Write them in a column upon the board and prefix, in turn, 
to the different word-forms, with which ihej make words, s, f, d, h, p, 
having the words read as they are built. Then have these words read at 
sight : 



clod 


hopper 


blotted 


cotton 


belong 


sobbing 


bottle 


model 


fonder 


robber 


tottering 


chopper 


Polly 


ponder ' 


wrong 


blond 


cobweb 


songster 


jolly 


moderate 


yonder 


otter 


modern 


bobolink 



PHONIC LESSONS WITH FIRST READER. 



Lesson 26. 

Review consonants f, m, s, r, c, p, I, n, t, ch, d, h, h, sli, w, v, g, tJi, j, 
wli, y, h. 

From the known word hriglit, get right, then ight. 

Build the following words, having them read many times in the building : 



right 


light 


fight 


brightly 


fighter 


sight 


slight 


brighten 


] ightning 


lightly 


tight 


might 


frighten 


delight 


brightly 


night 


fright 


lighten 


mighty 


lightness 



Have the lines read down, up, and across. 

Play the game in which the teacher thinks of a word in a given line and 
the children guess which word it is. The child guessing correctly thinks of 
a word in another line. 

When the words are mastered have the following sentences read at sight : 
We are going to the woods this bright day. 
See, I have my light dress on. 
There was lightning last night. 
Did it frighten you? 
A little rabbit was frightened ; 
He ran with all his might. 
Do you think it is right for boys to fight? 
(31) 



Lesson 27. 

From the known word blow, get the word-form ow ; build the following 
words and have them read repeatedly. Draw a ladder for each line so that 
the words are on the rounds, and let pupils climb the ladders by reading 
the words : 

blowing slower arrows* sorrowing 
growing glow rainbow crowing 

flowing glowing flows minnows 

mower rower flown snowdrop 

lowly slowly follow willows 



grow 

stow 

slow 

throw 

show 



grown 

knows 

below 

lower 

crow 



Sentences for sight reading: 

Throw the ball to me. 

Will you show me your bow and arrows? 

I like to have you row the boat slowly. 

There are lilies growing in the water. 

We are having fun blowing bubbles. 

How tall you are growing ! 

Papa is mowing the lawn'. 

Lesson 28. 

I. From hoat derive the word-form oat and have the following word- 
forms read by analogy : oad, oaf, oak, oam, oan, oap, oar, oast. Build these 
words : 



roam 

soap 

soak 

foam 

roaring 



croaking 

foamy 

loaf 

loaves 

roadway 



boatman 

shoals 

goal 

coaster 

coalina: 



roasting 

boasted 

bloaters 

gloaming 

uproar 



Review these word-forms from flash cards. After going over them two 
or three times, give the card to the child who names the word-form correctly 
and see who can get the most cards. 



Lesson 29. 

II. From more derive ore, and let the class get the other word-forms 
oke, ode, ole, ope, one, olt, and ove by analogy. Drill upon these word- 
forms until they are mastered. 

The words may be read at sight : 

jolting 

stroke 

yoke 

mode 

foreman 

* T.ell the class the first syllable of arrows. 

(32) 



rope 


storekeeper 


hopeful 


torn 


pokes 


woven 


tone 


pole 


stone 


stolen 



forebodes 


spokesman 


explode 


molten 


grove 


cove 


groping 


drover 


bolted 


stove 



Lesson 30. 

Review, by means of flash cards or chart, the word-forms listed in Lessons 
10 and 21. 

From grew derive the word-form ew. Build the words of the list, having 
them read frequently. When three or four words have been built and 
named, a pupil may "buy" the words by naming them, and may in turn 
"sell" them to another. Then more words may be formed and the same 
device used. 

knew 

newt 

clew 

newly 

dewdrops 

The wind blew hard all day. 

All the birds flew away. 

There are dewdrops on the grass. 

I set out a few rose slips. All of them grew. 

The blacksmith has large, sinewy* hands. 

Grandma has some old pewter dishes. 



new 


stew 


few 


yew 


dew 


blew 


pew 


slew 


flew 


mew 



dewy 


newest 


fewer 


mewed 


mewing 


renewed 


renew 


sinewy* 


pewter 


eschewing* 



Lesson 31. 

From moss get oss and build the words of the list : 
toss loss mossy gloss flossy 

boss cross crossing tossed across 

floss Ross tossing crossly crossness 

Similar words for sight reading : 



blossom 

gossamer 

blossoming 



moth soft often foster Boston offer 

cloth soften lofty hospital frosty coffee 

My moss roses may blossom in the spring. 

Please toss my cap to me. 

The nest is made of moss and thistle-down. 

Row slowly across the lake. 

He is in a hospital in Boston. 

Lesson 32. 

From hird get ird; change d to I and have irl pronounced; then change 
irl to irt, and to irm. Drill on the word-forms ird, irl, irm, irt, and ir. 
Then build the words : 

firm birthday 

firmly birthplace 

firmness whirled 

whirring third 

birdling thirsty 

whirling girdle 

whirlwind chirped 

* These difficult words from the State Second Reader should not be given to immature 
First Grade classes. 

2— BUL. 8 (33) 



bird 


skirt 


gird 


thirty 


girl 


sir 


whirl 


stir 


girt 


whir 


dirt 


fir 


dirty 


birch 



The humming-bird has a nest of moss. 
The tiny birdlings chirp to the mother-bird. 
Some little fir trees grew in the woods. 
A whirlwind is coming. 
Hold your pen firmly, but lightly. 



Lesson 33. 



Eeview the word-forms. 

From found build these words : 

sound wound 

mound founder 

hound around 

bound bounding 

pound surround 

sounded astounding 

aground foundling 

Similar words for sight reading : 

trout household 



south 
cloud 



cloudless 
foundry 



sounding 

flounder 

boundless 

abounds 

floundering 

groundless 

boundary 



loudly 

shouted 

housekeeper 



A flounder is a flat fish. 

The ship ran aground. 

I wound my kite string into a ball. 

Papa's big hound came bounding to meet me. 

Tom shouted so loudly that he woke the household. 

The streams abound in fish. 



Lesson 34. 

Review the word-forms ink, ell, all, eep, ine, ace, ock, ew, oss, ir, ird, 
irk, irm, irt, ound, ight, awn, by means of flash cards. After a quick drill 
give each card to the child who names it or to the monitor for his row. 
The individual or the row having the most cards wins the game. 

Build the words ending in unk from trunk. Have a pupil sound ^lm, 
then timp. Build the words based on mnp. 

trunk drunk lump jump bump pumping 

sunk hunk clump thump bumper thiunping 

bunk spunk trump stump lumpy pumpkin 

chunk punk hump pump jumper slunk 

Mamma has bumpers on her trunk. 
Charlie is pumping water for the cows. 
Will you have one lump or two lumps of sugar ? 
Grandpa has some big yellow pumpkins. 

(34) 







Lesson 35. 




11 root get oot, 


change to 


oom 


and then to ool. 




root 


bloom 




tool 


foolish 


room 


blooming 




stool 


boot 


broom 


booming 




cooler 


shoot 


doom 


pool 




cooling 


spoon 


gloom 


spool 


. 


coolest 


moon 


gloomy 


cool 




fooling 


roomer 



This is a gloomy winter day. 

The pools are filled Avith ice. 

No flowers are blooming. 

I can sweep your room with my little broom. 

Do you want a spool of silk or cotton, mamma? 

Similar words. — Underline word-forms and have them read ; then the 



words can easily be read at sight : 






groom 


drooping 


rooster 


broomstick 


moonlight 


moody 


loom 


mooring 


crooning 


whoop 


balloon 


grooves 




Lesson 


36. 





From saw get aw; add to aw the letters reqnired to form awk, awl, awn. 
Drill on these word-forms until they are learned. Build the following 
words : 



raw 


flaw 


lawn 


awl 


law 


gnaw 


drawn 


shawl 


taw 


crawfish 


fawn 


crawl 


paws 


straw 


dawning 


sprawl 


claws 


lawyer 


awning 


crawling 


sqnaw 


sawyer 


tawny 


sprawling 


Similar words for 


sight reading : 






hawk 


braAvny 


unlawful 


tomahawk 


flaws 


awful 


awkward 


squawk 



My papa is a lawyer. 

Can you run a lawn-mower? 

The sailor has big. l)rawny arms. 

The squaw has on a red shawl. 

The lion has a tawny coat. 

A little ant is crawling up your skirt. 



Tell the class that an has the same sound as aw. Have them read these 
words at sight. The words of more than one syllable may be divided or 
the syllables underlined: 

Paul fraud gaudy cauliflower 

taught mauling naughty tarpaulin 

(35) 



Lesson 37 — Review. 

Drill, by use of the Phonics Frame or flash cards, on the word-forms ack, 
ing, ids, ood, ook, ink, ilt, ilk, im, id, ip, ish, ick, ill, et, en, ent, end, ench, 
est, elt, eep, ine, ace, ock, og, od, op, oh, on, oil, and, ight, oad, oaf, oak, 
cam, can, oap, oar, eiu, oss, ir, ird, irl, irm, irt, ound, ump, unk, ool, com, 
oot, aw, awk, awl, awn. 

After going over the list twice, play the game in which the cards are 
given to the pupils who sound the phonograms, the child who gets the most 
winning the game. 

In taking up the cards call for a word-form and let the pupil who has the 
right card hold it up and sound the word-form. 

Have these words read up, down, and across the columns : 



brooklet 

needles 

twinkle 

filtering 

shrill 

creeping 

boundless 



firmly 

dawning 

silken 

decline 

respire 

bravery 

advantage 



install 

foster 

gossamer 

kilt 

polite 

blockade 

fondly 



billows 

frightening 

coaster 

sinewy 

pewter 

whirl 

salt-shaker 



Lesson 38. 

From must get ust; and have the class pronounce usli, usk, and uff by 



analogy. Drill on these word-forms. Build; 



muff 

puff 

cluster 

bluff 

justly 



musk 

tusks 

brushing 

thrushes 

fluffy 



thrusting 
mustard 
trusty 
plush 
rusty . 



Similar words for sight reading: 
lunch bunches clung 

rung lucky plucky 

sunk huntsman crunching 



muster 

custard 

gruffly 

stuffing 

muffin 



trumpet 

clustering 

stunted 



Please brush the dust off my coat. 

Mary has soft, fluffy hair. 

My mamma has a brown plush jacket. 

It is a cold, blustering day. 

Here is a cluster of grapes for you. 



fluffy 

shuffle 

ruffling 

muffler 

puffing 

grunt 

grumble 

trumpeter 







Lesson 39. 






uild the words of the following list: 






dark 


spark 


starred 


card 


marking 


barks 


shark 


starlight 


lard 


barking 


parks 


car 


farmer 


hardly 


carpet 


lark 


tar 


spar 


carding 


sparkle 


market 


barred 


scar 

(36) 


larder 


garden 



Similar words for siiiht reading: 



Carl 


gardener 


garments 


hardened 


harbor 


inarch 


barnyard 


sparkling 


charming 


harness 


hardness 


darting 


parting 


darkening 


arbutus * 


harm 


scarlet 


parson 


darling 


hardy 


farmhouse 


marble 


started 


departed 


department 


partner 


parchment 


larger 


charges 


harmless 



Lesson 40 — Qu. 

The digraph qu has the sound of kw, wliich can not be readily pronounced 
except in combination with word-forms. 

Use the flash cards or chart to review the word-forms ick, ack, ite, ill, 
een, eer, ake, est, ire, it. Prefix a letter card containing qu to each and have 
the resultant words read frequently. 

Have the following words on the Ijoard for sight reading: 

quill quickly quit squeeze 

queen quest quilt squall 

queer quire queenly sciuawk 

quick quite quack request 

quiet quacking quietly conquest 

Play the game "I am thinking of a word." 

Lesson 41. v 

Build these words and have much practice in reading them. Be careful 
to have the sound of long u given correctly in each word : 



June 


picture 


commute 


introduce 


tune 


figure 


venture 


departure 


sand-dune 


cute 


pressure 


furniture 


flume 


jute 


structure 


gratitude 


pure 


mute 


nature 


educate 


sure 


lute 


adventure 


literature 


cure 


flute 


costume 


failures 


insure 


refute 


induce 


salute 


endure 


student 


amuse 


torture 



Will you introduce me to your mother? 
We want to buy some furniture. 
Do not venture too near the lion's cage. 
I like to read stories of adventure. 



* This word should not be given to an immatiu-e First Grade. 

t Of this lesson only the easy monosyllables should be given to a First Grade, unless 
the children are well advanced. 



(37) 



Lesson 42. 

Review the word-form given in Lesson 37. 
Prom or build the word-forms ord, orh, orm, orn. 
forms thorouffhlv ; then build these words : 



Drill on these word- 



for stork 


former 


cord 


corn 


horny 


fork storm 


storming 


lord 


born 


corner 


cork form 


stormy 


border 


horn 


forlorn 


aye these similar 


words read at 


sight :t 






north 


acorns 


formerly 




formulate 


forest 


formed 


fortunate 




fortitude 


forbid 


perform 


adorn 




hawthorn 


forward 


mortal 


accord 




thornless 


ordered 


torment 


according! 


ly 


informant 



Lesson 43. 

From toil derive oil; then build these words : 



toil 


spoil 


appoint 


uncoil 


rejoice 


coil 


broil 


spoiling 


recoil 


rejoicing 


foil 


toiling 


coiling 


pointing 


moist 


soil 


toilers 


boiler 


oiling 


moisture 


coin 


sirloin 


broiler 


noise 


pointer 


join 


hoist 


voice 


joint 


turmoil 



The maple sap is boiled to make sugar. 

Shall I boil the meat or broil it? 

Please broil it ; boiling will spoil it for me. 

See the sailors uncoiling the ropes. 

Plant your seeds in good soil. 

The farmers rejoice over a good harvest. 

There is verv little moisture in the soil. 



Tell the class that oy has the same sound as oL Have there words rea* I : 

loyal oyster 

coy annoy 



toys 
boyish 



enjoy 
destroy 



voyage 
emj)I()y 



t Omit this list with weak First Grade pupils. 



(38) 



ADDITIONAL PHONIC LESSONS. 



FOR SECOND AND THIRD GRADES. 



Lesson 1. 



Have the familiar word care pronounced by the class; erase c and sub- 
stitute /, having the word fare pronounced by a pupil. Avoid having the 
word-form are sounded, as it would naturally be pronounced are. Build, 
in a similar way, the words of the list, and have them read repeatedly. The 
words marked with asterisks should be explained and used in sentences. 



fare 

stare* 

share 

rare 

hare* 

bare* 

scare 



mare 

blare 

sharer 

flare 

glaring 

ware* 

ear-fare 



farewell 

careful 

snare 

aware 

warehouse 

scarcely 

declare 



carefully 

ensnare 

barely 

careless 

scarecrow 

barefoot 

carelessness 



Lesson 2. 



From dear obtain the word-form ear. Then have the word-forms 
ead. eak. ea)n, ean, eal. east, cap, ear, and eat sounded by analogy, 
words can then be read at sight 



each, 
The 



dreaming 

reach 

mean 

meaningless 

eastern 

leaders 

preach 

sheaf 

gleaners 

dealer 

steamer 



teacher 

reaches 

clearness 

repeat 

clearly 

beams 

beast 

dearest 

appeared 

nearly 

seated 



beat 

dreary 

meal 

preached 

gleamed 

sunbeam 

moonbeams 

streak 

fearlessly 

cleared 

bleaching 



scream 

stream 

sweetmeats 

underneath 

yeast 

beak 

weakness 

leaves 

spearmint 

drearily 

disappear 



Lesson 3. 

Ending tion. — Write on the board the word 7iation and have it pro- 
nounced. Cover tion and have na pronounced. Then cover the first syllable 
and have tion sounded. Proceed similarly with the words action and motion, 
getting in each word the syllable tion. 

Write no on the board and have it pronounced, add tion and have the 
word notion pronounced. In like manner build, by syllables, the following 
words and have them read several times : 

na tion re la tion in ven tion 

mo tion va ea tion con so la tions 

ac tion at ten tion com mo tion 

(30) 



ra tion pro mo tion for ma tion 

car na tion con ven tion pro tec tion 

sta tion in ten tion in ven tion 

con ten tion col lee tion pop u la tion 

Play the game "I am thinking of a word," the teacher choosing a word 
in a given column, the children in turn guessing which word has been 
chosen. The one guessing correctly thinks of a word for the others to guess. 

Play also the game in which one child is sent from the room while a word 
is chosen which he, upon his return must guess, the class replying in con- 
cert, "No, it is not -"or "It is ." 

(See Devices for Word-Drills San Francisco State Normal School Bul- 
letin 3, New Series, page 74.) 

Lesson 4. 

Folding tion. — Prom motion derive again the ending tion. Build by 
syllables the same words given in Lesson 2, but in different order. When 
the words can be read with ease the following phrases and sentences may 
be given for sight reading: 

A happy vacation. Good intentions. 

A useful invention. The large collection of shells. 

Papa came to see about my promotion. 
The lady bought a bunch of pink carnations. 
Our vacation comes in June. 
Grandpa is going to the farmers ' convention. 

Lesson 5. Word-Building' — Review of Word-Forms. 

1. Have written at each child's place at the board six to ten of the 
following word-forms, with the proper digraph or trigraph above each set. 
Have each pupil read his word-forms aloud, then prefix the digraph or 
trigraph to each set, and read the words thus formed. The children may 
then exchange places and read each other's lists as the teacher directs. 

2. The lists may be placed on the board and a pupil directed to prefix 
the given digraph or trigraph to two or more word-forms, and read the 
words which he makes. Then another pupil may form two or more words 
and read them, and so on. 



, or s 

ight ine 


cr 
ag 


gr 

ab 


sw 
eet 


scr 
ap 


ag 


. oke 


eam 


ant 


ing 


ape 


ing 


ew 


ash 


ind 


ell 


im 


ick 


ow 


amp 


ill 


ill 


eam 


ush 


oom 


ack 


ail 


ung 


atch 


ink 


oocl 


ock 


ain 


ain 


ub 


oil 


aid 


est 


eet 


irl 


awl 


a in 


ought 


OSS 


een 


ish 


ew 


each 


im 


ew 
ank 


oom 
ip 


ay 


ip 



MO) 



Lesson 6. Dictation of Consonants and Word-Forms. 

Have a quick drill on sounding the consonants from flash words and from 
the wall chart or blackboard list. Ask each pupil to choose a letter from the 
chart, sound it, and see if the teacher writes it correctly. When each pupil 
has had a turn or two at dictating for the teacher to write, let a child try to 
write as the teacher dictates, than as members of the class dictate. Next send 
the class to the board to write these consonants as the teacher dictates very 
clearly : 

s, ))i, r, I, t, ch, f, n, p, g, h, v, sh, z, h. 

Give much practice in this work, being careful that the sounds are 
clearly given and correctly represented. 

Flash, one at a time, easy word-forms such as an, est, at, ill, old, un; 
and have the class write each after the card is removed from sight. Then 
dictate the word-forms in different order without the flash cards. As the 
beginning of phonetic spelling, this work is important. It should be well 
done or omitted. 

Lesson 7. 

Dictation. — Having the class at the board, dictate the consonants; then 
the word-forms ing, est, ill, un, op, ink, ut, ay, ish, et, ice, ook, and inc. 
Kepeat until the class readily write any consonant or any word-form which 
they have had in previous lessons. 

Then dictate these words: good, hood, wood, stood, look, Jiook, took, 
brook, ink, wink, link, brink, sink, sinking, drinking, thinking, winking. 

Lesson 8. 

Ending Hon. — Build these words l)y syllables and have them read 
repeatedly : 

at ten tion pop u la tion reg u la tion 

in for ma tion ven ti la tion hab i ta tion 

col lee tion dec la ra tion sat is fac tion 

pro tec tion con ven tion am mu ni tion 

va ca tion con so la tions con di tion 

sub trac tion ed u ea tion car na tion 

re la tion ship con sti tu tion sit u a tion 

com mo tion grad u a tion in ten tion al 

The words should be read syllable by syllable as they are built. They 
should be written as wholes, not spaced in syllables. For subsequent read- 
ings the teacher may move a card across the word, revealing syllable after 
syllable, or the words may be pronounced as the teacher underlines by 
syllables. The word will then appear like this : carna tion . 

Lesson 9. 

Build again the words given in Lesson 7. but in different order. 
Have the games suggested in Lesson 3 played, in order to get the words 
read again and again, with the interested attention of the class. 

(41) 



When the words are easily read, these sentences may be given for sight 
reading : 

We shall spend our vacation in the country. 
Papa is going to attend the Farmers' Convention. 
The teacher said, ''Attention! Sit in position!" 
A tent gives little protection from cold. 
The people of a city form its population. 
The ventilation of this room is not good. 

Lesson 10. 

(1). Have the following word-forms on the board. Have them read 
until they are familiar. Then prefix si to each and have t^e word read as 
it is formed. Finally have the words read in small groups -. 

ay eet ight oop ush 

ate eek ope ed am 

ave ide ew op ' ip 

ain ice aw um ing 

eep ime ur ug 

(2). Have a quick drill on the word-forms of the following list. Then 
have the pupils prefix pi to each and read the words thus formed : 
ot ate aint eat 



an 

ank 

ash 



ug 
ush 



am 
ant 



ight 
ow 



ead 



(3). Dictate for the class to write at the board at, ot, ill, ant, ash, ip, 
ug, ed, iim; ivill, till, hill, rill, drill, trill, grill, ivilling, drilling. 



Lesson 11. 

From talk get alk; get alt by analogy to alk 
the following words : 

balk walking 

calk talking 

chalk flower-stalk 

stalk talkative 

talker . balky 

balker chalky 



Review the word-forms given in Lesson 37, page 34. 



Build for rapid reading 



malt 


falter 


salt 


faltering 


halt 


salted 


cobalt 


malted 


halter 


altercation 


salty 


alteration 



Lesson 12. 

This lesson in dictation, or phonetic spelling, requires quick work and 
close attention on the part of the pupils, and careful supervision on the 
part of the teacher. 

The class should work at the board. Two more of the children may 
remain at their seats, to act as critics. If any child at the board makes a 
mistake, the critic who finds it may take his place at the board, the child 
who made an error becoming critic. 

(42) 



Each pupil at the board should have an eraser in one hand and chalk in 
the other. The changes in words must be made in the quickest waj' possible. 

The exercise develops quickness, accuracy, and certain knowledge of 
phonic elements. 

The class being in readiness, dictate as follows : 

Write hack. Make it 2)ack, rack, crack, ack, sack, tack, stack, stacking, 
tarking, lacking, Macking, cracking, crackers, packers, packing. 

Erase in packing enough to leave ing. Make it ring, hring, brings, rings, 
strings, sings, ivings, things; make the word singing, ringing, bringing, 
stringing. 

This exercise should be repeated. 

Lesson 13. 

Ending sion. — Have the word mission pronounced. Erase the first sylla- 
ble and have sio)t pronounced. Similarly derive the suffix sion from man- 
sion. 

Build by syllables the following words, having each read as it is formed. 
Have the list read several times. 

admission pension profession 

remission extension depression 

commission suspension session 

permission passion transgression 

expression confession commissioners 

omission impression • intermission 

submission expansion suppression 

tension procession missionary 

Lesson 14. 

Endi)ig sio)i. — Build l)y syllables the words given in Lesson 13, changing 
the order. Have the words read repeatedly, using devices to sustain interest. 
Have the phrases and sentences read at sight : 

A long procession. A suspension bridge. 

Admission Day. A tiresome discussion. 

The President's mansion is called the White House. 
We have an hour's intermission at noon. 
Did you have permission to speak? 
We have an extension table. 
The old soldier has a pension. 

Lesson 15. 

Pronounce for the class asA-, jmtlt, past, pass, and dance. These words 
are commonly mispronounced; and special drill is needed upon them, as 
upon all other words of the list. The difficult}' lies in obtaining the correct 
sound of a, which should be the short Italian a, medial between short a (as 

(43) 



in can) and Italian a (as in car). It will be well to write or print these 
words on a wall chart and have frequent drills upon them. 



ask 


path 


lasting 


shaft 


task 


bath 


mastery 


craft 


cask 


lath 


dance 


wafting 


bask 


pathway 


glance 


quaff 


basket 


pass 


prance 


chaffing 


casket 


class 


dancer 


classmate 


basketry 


mass 


glancing 


pasturage 


mask 


glassy 


prancing 


hereafter 


fiask 


massive 


clasp 


clasping 


nnmask 


easting 


chaff 


masterly 


maskers 


pastor 


pasture 


aftermath 


caster 


masts 


fast 


fastening 


taskmaster 


castor 


staff 


fastnesses 


blast 


past 


bath-tub 


repast 


vast 


overcast 


plaster 


raft 




Lesson 16. 





Dictation. — (1) Have the class at the board, each with chalk and eraser. 
Explain to the class the first word is to be changed, with the least erasure 
and writing possible, to form the next word; and so on. Then dictate: 
"Write lamp. Make it tramp, stamp, clamp, clash, splash, crash, flash, 
flame, tame, same, lame, shame, shameless, Mame, blight, flight, fright, 
frighten, rightly, slightly, fighting, brightness, lightness, delight." 

(2) Have the ending tion on the board where all may see. Dictate 
these words by syllables. Pause after each syllable for the class to write 
it ; then pronounce the next, pausing again for the class to write : 



attention 
carnation 
vacation 
relation 



commotion 
invention 
information 
population 



remarking 
promotion 
convention 
intention 



Lesson 17. 

Word-Building. — Have the following word-forms on the board and have 
them read by groups. Direct a child to prefix a given digraph or trigraph 
to one or more word-forms and pronounce the word or words thus formed. 
The class should watch the Avork carefully to see that it is correct. A quick 
drill should be given on the lists thus formed, the lines being read vertically 
and horizontallv : 



■(44) 



-bl 



■sp- 



-n- 



ank 

est 

end 

ink 

ush 

ame 

eed 



ight 

are 

oom 

eat 

ond 

ue 

an k+ el- 



ell 

ent 

ill 

end 

ank 

un 

ade 



eed 

ear 

ine 

ire 

ice 

ark 

oon 



ame 

ing 

ed 

it 

oek 

esh 

uff 



ail 

ake 

eet 

oat 

e\v 

ight 

ume 



Lesson 18. 

Write on the board and pronounce by syllables, crcellent, extra, except. 
Ask the class to give the first syllable of each word. Build by syllables 
the following words, having each syllable pronounced as it is written. 
Have the words read several times : 



export 


expecting 


expend 


excellently 


extend 


expectant 


excellent 


expel 


expect 


exporting 


extract 


extent 


extending 


except 


exception 


extension 


extent 


extra 


extraction 


expense 




Lesson 19. 





Build again the words of Lesson 18. in different order. When these words 
are easily read, give these sentences for sight reading : 

Your composition is excellent. 

When do you expect your father? 

California exports grain, wool, and fruit. 

I like lemon extract best. 

All your words are right except one. 

We have a walnut extension table. 

There are exceptions to almost all rules. 



Lesson 20. 

Syllabification. — Before children can readily determine long, new words, 
they must gain power to break up these words into their familiar elements. 

Pronounce by syllables these words from the blackboard list, letting the 
children, watch to see how many parts, or syllables, each has : 



candy 
thought 



attention 
independence 



expecting 
queen 



Pronounce the words again, letting a pupil underline each syllable as 
the teacher says it. 

(45) 



Have the following words on the board, the teacher at first pronouncing, 
a child underlining syllable by syllable, then permitting a pupil to pro- 
nounce as he underlines : 

ed u ca tion ven ti_ la tion 

protection excellent 

expectation soup 

extend interest 

population attention 

through extending 

intention relationship 



ex pect 

exporting 

carnation 

action 

intervention 

rotation 

catch 



Game: "I am thinking of a word of four syllables." (See page 38.) 

Lesson 21. 

8yllaUfication.-~B.e^/iew of Lessons 13 and 20. 

Have these words read quickly. Then have pupils underline the syllables 
as each word is read by parts: 

admission extension transgression 

intermission passion answer 

south profession depression 

tension commission rest 

permission expression procession 

suspension lamp impression 

mansion omission session 

suppression pension except 

Dictate these words by syllables for the class to write at the board. Have 
the syllables underlined: 

extension profession transgression 

mansion impression intermission 

commission tension suppression 



Lesson 22. 

Prefix ex, sounded as egz. 

Write on the board the w^ord example, pronouncing it distinctly by sylla- 
bles. Use it in a sentence, again pronouncing it by syllables; as, "Mark 
did seven ex am. pies and got six ex am pies right. ' ' 

Ask, "What is the first syllable of this word examples V 

Pronounce by syllables exact , examine, and again ask for the first syllable. 

Build by syllables the following words. Have each read as it is built, 
and then have the list read repeatedly : 



example 


exalting 


exhort 


exonerate 


exact 


exert 


exerting 


examination 


exactly 


exactness 


existence 


examining 


examine 


exult 


exemption 


exaltation 


exist 


exalted 


exasperate 


exempt 


exalt 


existing 


exertion 


exasperation 


Drill on these 


words; then have 


them read repeatedly, using gai 


hold attention. 




(46) 





Lesson 23. 

Repeat Lesson 22. building the words in different order. When the 
words are read Avith ease, have a pupil underline as another pronounces 
by syllables. [By marking the accented syllable in these words (as ex act' ly, 
ex am', ine, ex ulV), the class may be led to see that ex has the sound of egz 
before an accented syllable beginning with a, e, i, o, or w.] 
Give these sentences for sight reading: 

Your example is exactly right. 

We had an examination in spelling. 

Exempt firemen do not always help to put out fires. 

Do you read the Examiner? 

Lesson 24. 

Dictation. — Have the class write at the blackboard: I, sli, z, v, m, h, 
ch, k (c), g : ark, ust, ant, oil, amp, atch, ill, ute, ight, (as in light), ork, ath. 

Direct the class to write l)ack, then to make it pack, lack, slack, slacken, 
blacken, hlacking, lacking, placket, jacket, bracket, brackish, racket, mack- 
intosh, mackerel, crack, crackers. 

Dictate by -syllables: attention, education, extend, admission, carnation, 
convention. 

Have the word exact on the board where all may see it. Then dictate: 
exactly, exactness, exist, exert, examine. 

Lesson 25. 

Ending sion (zhun). — Write on the board the word division. Pronounce 
by syllables, and use in sentences. Have the class pronounce the word ; 
then cover the first part of the word and have the last syllable sion pro- 
nounced. In a similar way derive the ending from provision and decision. 
Build by syllables the following words, having each read as it is formed. 
Have the entire list read many times, until the words are mastered : 
explosion adhesion delusion 

vision conclusion intrusion 

revision exclusion seclusion 

occasion fusion division 

provision illusion decision 

Review the word-forms given in Lesson 37, page 34, using the flash 
cards. 

Lesson 26. 

Build by syllables the words given in Lesson 25, changing the order. 
By means of a card cover the last part of the word, revealing onl.y the 
first syllable ; have that pronounced, then move the card to the right so 
as to expose the next syllable, and so on. When a Avord has been pro- 
nounced by one pupil in this way, have another pupil pronounce it and 

underline the syllables. 

(47) 



When the words can be read with ease, these phrases and sentences may 
be given for sight reading : 

'On great occasions. A strange delusion. 

A wise conclusion. A beautifuL vision. . 

Can you work examples in long division? 

Did you hear the explosion in the powder works yesterday ? 

We have plenty of provisions on hand. 

The bride wore a long veil of illusion. 

Lesson 27. 

From fur get ur, and from her get er. Have the following words on the 
board and underline by syllables, having a pupil pronounce each syllable 
as it is underlined and then have him give the word as a whole. Repeat 
until the words are easily read* : 



burden 


surly 


stern 


served 


surprised 


ferns 


different 


perfect 


hurried 


ermine 


advertisement 


cantering 


burning 


mercy 


perhaps 


indifference 


flurries 


merciful 


servant 


opera 


murmuring 


powder 


silver 


several ' 


returning 


served 


determine 


matters 


bursting 


prefer 


entered 


western 


hurry 


Robert 


perch 


vernal 


purple 


shepherd 


perform 


verdant 


nurse 


perching 


yesterday 


slender 


burdock 


sober 


hammer 


Danvers 


surface 


soberly 


banners 


ladder 


currant 


twittering 


interest 


glittering 



Lesson 27. Review. 

Have the following words on the board. Have individuals underline the 
syllables of the words, reading each as it is underlined. Then have the 
words read in small groups, and in columns. For variety, let the children 
tell how many syllables there are in each word; as, "Pop u la tion has four 
syllables. ' ' 

Divide the class into two sections, and see which section can read the 
most words correctly: 

example alteration conclusion 

contraction pathway relation 

subtraction intervention exertion 

count examination declaration 

population talkative independence 

* These words are mainly from the vocabulary of the State Second Reader ; a few are 
from the State Third Reader. Many of the words given in other phonic lessons are 
from the same sources. 

(48) 



seclusion 


extension 


yearn 


children 


thought 


explosion 


exactly 


intermission 


except 


vocation 


taskmaster 


suspension 


occasion 


exist 
Lesson 28. 


fusion 



Ending tial. — Pronounce by syllables the word partial. Get from the 
class the pronunciation of each syllable. Write martial, have it pronounced 
by analogy, and from it obtain the ending tial. Build by syllables the 
following words and have them read several times : 

martial substantial influential 

partial initial palatial 

potential credential deferential 

impartial confidential essential 

When the words have been mastered, have these phrases and sentences 
read at sight : 

Martial law. An impartial teacher. 

A confidential friend. Initial letters. 

A substantial dinner. A palatial home. 

His father is an influential lawyer. 
My initials are carved on my bracelet. 
Hard work is essential to success. 

Lesson 29. 

Endings cial, clan.- — Write on the board the word social: pronounce it 
by syllables ; and get from the children the pronunciation of each syllable. 
Similarly get the pronunciation of the last syllable in special. 

Build by syllables the words of the following list and have them read 
repeatedly : 

racial commercial social 

glacial special beneficial 

artificial socially financial 

especially judicial provincial 

From cial get cian, by changing the final consonant. Build the following 
words by syllables and have them read repeatedly : 

electrician physician magician 

optician musician patrician 

Lesson 30. Dictation. 

Review by means of flash cards the endings tio)!, sion, cial, cian, tial, 
and the w^ord-forms car, each, earn, eal\ aivn, ir, irt, vte, ork, ask, atJi, 
ancc, ark, eiv, irm, irl. 

3— BUL. 8 ( 40 I 



Having the class at the board, dictate as follows : ' ' Write path. Make it 
hath, lath, lass, class, passing, massing, mask, cask, casket, hasket, basketry, 
ask, , asking, tasking. ' ' 

Dictate by syllables the following words, pausing after each syllable to 
allow the class time to write that syllable before another is given : 

exactly information ' 



convention 
population 
express 
admission 



promotion 

vacation 

social 



relations 

exporting 

protection 



Lesson 31. Review. 

Review the word-forms and endings eak, earn, eal, cap, alk, alt, sion, tion, 
ask, ath, aff, aft, ance, tial, cial, dan. 

Have these words read from the board singly and in small groups. Then, 
at a given signal, have the pupils read a column silently, each rising as he 
finishes reading. Have one child read the list aloud, and all who agree, sit. 

Play the game in which one child is sent from the room, a word chosen, 
and the returning child guesses the word. 

The game "I am thinking of a word" may also be played. 



impartial 

occasion 

exertion 

electrician 

explosion 

basketry 

musician 

specially 

carnation 

education 



farewell 

promotion 

exactly 

seclusion 

intermission 

commercial 

pasture 

provisions 

except 

examination 



regulation 

paymaster 

habitation 

faltering 

aftermath 

relation 

pathway 

illusion 

mastery 

tension 



(50) 



USE OF STATE TEXTS AND STATE SECOND READER. 

In beginning the State Second Reader it is wise to select for the first 
lesson one that is intrinsically interesting; as, The Runaway Geese, pages 
35-38. The first lesson may be pages 33-35 and the second pages 36-38. A 
strong class may be able to take the entire lesson ; though a lesson of mod- 
erate length well prepared is far better than a long lesson studied hurriedly 
and carelessly. 

Lesson, Pages 33-35 and Pages 36-38. 

Thought to be Impressed — Helpfulness. 

Interest. Picture, page 33. What are the children doing? Read the 
story and find out why they are feeding the geese. 

Word-drill. 

Hans and Katrine pluck * 

Elsa Brinker pill ows 

follow leaders 

Expression. 

"Poor old lady!" 
"Oh, dear! oh, dear!" 
"Th! th! th!" 

Questions. 

What did Mrs. Green do for a living ? 

Tell the story about the children feeding the geese. 

Lesson, Pages 2-3. 

Thought to be Impressed, or Lesson Unit — Facts regarding Longfellow's 
early life ; interest in him and his poems. 

Interest. Have a good picture of Longfellow. From the picture on 
page 2 have the children find out all they can about Longfellow's first home. 

Word-drill. 

Henry W. Longfellow 

Portland, Maine 

in February, in 1807 (eighteen hundred, seven) 

whispered beautiful thoughts 

youth * 

Questions. 

Describe Henry W. Longfellow when he was a boy. 
What did he enjoy ? What does he say about Portland ? 
Read to the class "My Lost Youth." 

Note. — The day before the lesson pages 4-6 is to be given, soak in tepid water or damp 
sand twice as many bi-own beans or other seeds as there are children in the class. 



* The use of the asterisk in these lessons indicates that the meaning of the word 
should be given, by the children if possible. Underlining calls attention to the portion 
underlined for careful pronunciation. 

(51) 



Lesson, Pages 4-6. 

Interest. Give each pupil a soaked seed, directing the class to find the 
little plant, its stem, root and leaves. Call attention to the food stored up 
for the little plant in the cotyledons. Have the pupils plant the remaining 
seeds and watch their growth. 

Word-drill. 

secret* in the soft earth 

drinking in moisture 

Questions. 

How is the little plant fed at first? 

What do plants need to help them to grow ? 

Of what use are plants ? 
Supplemental. Let the children read from the board or from hecto- 
graphed or typewritten copies "The Little Plant," by Kate L. Brown. 

In the heart of a seed. 

Buried deep, so deep ; 
A dear little plant 

Lay fast asleep. 

' ' Wake ! ' ' said the sunshine, 

"And creep to the light." 
' ' Wake ! ' ' said the voice 
Of the raindrops bright. 

The little plant heard. 

And it rose to see 
What the wonderful 

Outside world might be. 

Lesson, Page 9, 

Interest. If possible have at hand Thompson, Jean M. — Water Wonders 
Every Child Should Know (Doubleday, Page, pub.), and show the class 
the frost pictures in silver on the inside covers, the fern pictures in frost, 
pages 51, 59, 63, 76, and the snow stars, pages 100, 123, 172. A good 
picture of the Alps Mountains may also be used. 
Word-drill. 

attic * some beautiful ferns blanket 

Alps lonely their voices 

a little bridge 
Questions. 

Why was Carl left alone all day ? 

Tell about Carl's picture books. 

Note.- — If systematic phonic lessons, without diacritical marking, are given to the 
class, the account of o, pages 12-13 may be omitted ; but the list page 13 should be read, 
the children getting the words by analogy. Likewise, as the children come to them, the 
lists, pages 38, 59, 75, 79, 118, and 135, should be read. On page 51 the sentences about 
ch, as well as the woi"ds beginning with the sound, should be read. 

* See note, page 49: (52) 



Lesson, Pages 14-16. 

Interest. Have the children tell what they have already learned about 
Longfellow — when" and where he was born, what kind of boy he was, what 
his pleasures were, what he did when he became a man, how he helped to 
make people better. Have the children tell about the attractions of the 
home pictured on page 14. 

Word-drill. 

A pleasant home 

in Cambridge, Massachusetts 

Harvard College * 

Mr. Longfellow 's study * 

old elm trees 

broad fields 

Questions. 

Describe Longfellow's home. 
Who had once lived in this house? 

Lesson, Pages 23-24. 

Interest. Have simple, complete flowers in the schoolroom, such as wild 
roses, flax flowers, fruit blossoms, gillyflowers, or wallflowers. Give one to 
each child and have each find the parts as the teacher shows and names the 
corolla, petals, pistil, 

calyx, sepals, stamens. 

Have the class find the parts as the teacher dictates. Finally, have each 
point out and name the parts of his flower ; then of new flowers. 

If this lesson is to mean anything to the class, the flowers must be at hand 
and thorough drill must be given on the difficult botanical terms. The 
object is not merel.y that tlie class learn words, though that is important; 
but that the children develop a habit of mastering the thought in the 
passage read. 

Lesson, Pages 26-27. 

Read to the class "The Children's Hour." 

Lesson, Pages 30-32. 

Introduction. Lead the class to think of Longfellow at work in his 
study, where he could hear the children at play. He said to them : 

' ' Come to me, ye children ! 
For I hear you at your play. 
And the questions that perplexed me 
Have vanished quite away." 

Note. — Read to the class Lonufellow's poem, "To the River Charles." 
Longfellow's hou.se at Cambridge is open to visitors every Saturday afternoon from 
two o'clock to four. There one may see his books and pictures, his desk and pen, the 
arm-chair given him by the children of Cambridge on his seventy-second birthday and 
many other objects of interest. 

* See note, page 49. (.53) 



Read the poem to the class as a whole. Then, having them look upon their 
books, read and study with them a stanza at a time. Have the difficult 
passages explained by the pupils, if they can be led to grasp the thought ; 
if not, explain to them, using familiar illustrations and simple words. 

Stanza 1 — How did the children help the poet ? 

Stanza 2 — Have the children "think a picture" for these lines. Lead, 
the class to appreciate the beauty of the expression in 

' ' Where thoughts are singing swallows, 
And brooks of morning run." 

Stanza 3 — "What does the poet say of the children? Why does he com- 
pare his thoughts to ' ' the wind of autumn ' ' and ' ' the first fall of the snow ? ' ' 

Stanzas 5-6 — What part of a tree gets the most sunshine and air? To 
what are the children compared in these lines ? 

Stanza 9 — How can children be like ' ' living poems ? ' ' 

Word-drill. 

the questions that perplexed* me 

vanished * climate compared 

We should dread the desert * 

in your sunny atmosphere * 

contrivings * caresses * ballads * 

Questions. 

How did Longfellow feel toward the children 1 

Read the parts of the poem that show he loved children. 

Lesson, Pages 39-40. 

Interest. Take the class to see a blacksmith shop and have them watch 
the blacksmith at work. If possible have them see 

iron the anvil the flaming forge 

bellows burning sparks the tempering of iron 

the heavy hammer, or sledge 

If a visit to a blacksmith shop is impossible, use pictures and descriptions. 
Word-drill. 

with his heavj^ hammer 

iron upon an auAnl a chestnut tree 

Questions. 

What work does a blacksmith do? 
What does he do with iron? 

Lesson, Pages 41-43. 

First read the poem to the children as a whole ; then read to the class and 
study with them a stanza at a time. 

Stanzas 1-2 — Lead the class to picture, in imagination, a wide-spreading 
chestnut tree; under it a blacksmith shop, or smithy; and the blacksmith 
standing within. Have them "think a picture" of the blacksmith as the 

* Have the meaning explained. (54) 



teacher reads the first two stanzas. Briii^' out. in the readino, the size and 
strength of the bhieksmith. Exphiin si)icivij and brawny. Lead the class 
to appreciate the last four lines of the second stanza. The teacher may say, 
"I like these lines. Why do you think them good?" Or, "What part of 
the second stanza do you specially like?" 

Children readily respond to guidance in the matter of appreciating fine 
passages and noble sentiment. 

Stanza 3 — Explain what is meant by "a sexton ringing the village bell." 
In the last four lines the rhythm may be slightly emphasized in the reading. 

Stanza 4 — Explain "like chaff from the threshing floor."* 
Have the pupils imagine a picture for this stanza — the children trooping 
home from school, the open blacksmith shop, with its flaming forge and 
roaring bellows and some of the children catching the burning sparks. 

Stanzas 5 and 6 — Need only a sympathetic rendering and the explanation 
of parson, choir, and Paradise. 

In the seventh stanza, let the class find a passage that forms a worthy 

"Something attempted, something done. 
Has earned a night's repose." 

The last stanza can be only dimly understood by Second Grade children ; 
but it should be read to them expressively and it may be left for later 
comprehension. 

After the poem has been read as a whole to the class, and studied with 
them stanza by stanza, they should be permitted to ask for further explana- 
tion of any passages which they do not understand. Then they should 
practice on reading the poem during the time for silent study, and finally 
read it aloud. 

It is seldom wise for children of this grade to study a poem alone. The 
tendency to "sing-song" reading and the failure of the pupils to compre- 
hend the thought lead to very poor results. After hearing the teacher read 
the poem twice, and after working earnestlj^ to get the thought, each child 
wull unconsciously imitate the teacher's rendering, changing it to fit his 
own interpretation. 

Lesson, Pages 52-53. 

Interest. A blackboard sketch or a sand table representation showing 
Hiawatha's wigwam, the forest of pine and fir trees, the Shining-Big-Sea- 
Water, with a canoe upon it, and an Indian at the door of the wigwam or 
in the canoe, will greatly interest the class. 

Indian baskets, bows and arrows, arrow-heads, Avampum and the like will 
also be interesting. 



* It is possible to make a miniature flail by loosely tying two sticks together, oue 
forming the handle and the other the swingle. A small threshing floor may be improvised, 
and real or imaginary heads of grain threshed out with the flail. All this will take but 
a few moments of school time. The children will be greatly interested in the realistic 
explanation ; and, with it, they will grasp the thought. 

(55) 



Word-drill. 

forest Hiawatha's brothers canoe cedar 

The reindeer ran .... swiftly the yellow birch tree 

Questions. 

Describe Hiawatha's home. What did Hiawatha learn in the 
forest? What were Hiawatha's chickens? What did he call 
the animals ? Why did all the animals like him ? Tell how he 
made his canoe. 

Supplemental. Read to the class Hiawatha's childhood beginning — 
' ' By the shining Big-Sea- Water 
Stood the wigwam of Nokomis," 

through the killing of the deer, which ends with the close of the Second 
Ganto. 

Another good selection is the Seventh Ganto, from the beginning through 
the building of the canoe, ending — 

' ' And it floated on the river 
Like a yellow leaf in autumn, 
Like a yellow water-lily." 



Lesson, Page 54. 

For the class to read as a cut-up story, after the lesson has been read, or 
for a reproduction story in language, use the following : 

THE willful little SQUIRREL.* 

1. In a hollow tree, in the orchard, near Mary's house, there lived five 
little squirrels. 

2. They were a happy little family. They had only one thing in the 
world to trouble them, and that was Rover, the large dog that lived at the 
farmhouse. 

3. He would bark at them and chase them whenever he got a chance. 
The old squirrels sometimes thought they should have to give up their 
pleasant orchard home, and move farther away from the farmhouse. 

4. When the father and mother squirrels went away from home to get 
food for their children they always said, "Now, children, you must keep 
near our tree, or Rover will catch you." 

5. The little ones obeyed their parents and played in the branches of 
the tree. If ever they went to the ground, they kept close to the tree, so 
as to run quickly to their nest if they saw or heard the dog. 

6. But one day the largest and strongest of the squirrels said to his 
brothers, "I see a basket of nice nuts by the farmhouse door. Rover is 



* From Turner's Short Stories; pages 48-51. 

(56) 



nowhere to be seen. I think I'll just run up there and get a few of them. 
I know I can run faster than Rover can, if he should happen to see me. 
Don 't you want me to get you some of those splendid nuts ? ' ' 

7. His. brothers said, "Yes, we should like some of the nuts. But mother 
and father said we must not go to the farmhouse. Don't go, brother. ' Let's 
climb the apple tree and get an apple. We can get that without disobeying 
father and mother." 

8. But the foolish little squirrel thought he knew as well as his parents 
what was best for him to do. So he said, "No, I am tired of apples. I am 
going to have some of those nuts." 

9. Off he started then, running along the branches and springing from 
tree to tree, until he reached the orchard fence. 

10. Then he looked carefully around to see that Rover was nowhere about, 
and sprang lightly to the ground. 

11. He had only a short distance to go from the orchard fence to the 
house, and was soon at the basket of nuts. 

12. He seized a nice large nut in his mouth and jumped down from the 
basket. He was running rapidly back to the orchard when what should he 
see coming straight towards him, but Rover, the dog. Rover barked, as 
much as to say, ' ' Now, I 've got you ! ' ' 

13. Poor little squirrel ! how his heart l)eat ! For a moment he could 
hardly breathe. Then he thought, "There is only one thing I can do to 
save my life, and that is to run as I never ran before." 

11. He dropped the nut and ran as fast as ever he could toward his home. 
Sad to tell, he found that Rover could catch him before he could get there, 
though he was running as fast as his little legs could take him. 

15. How he wished now that he had obeyed his kind father and mother ! 
He began to cry and to call in squirrel language, ' ' Father ! Mother ! Come 
and help me!" But his father and mother were far away and could not 
help him. 

16. Rover had almost reached him. Indeed, Rover had just raised his 
paw to seize the poor tired little squirrel, when what do you think happened ? 

17. Why. little Mary came to the door to see why Rover was barking so 
loudly. When she saw the frightened little squirrel she ran out very 
quickly, calling, "Rover! Rover! here, here, come here, sir!" 

18. Then our little squirrel hurried on to his home, and arrived there, 
tired out and almost sick with fright, just as his mother reached home. 

19. "Oh, mother!" he said, "I will never disobey you again. If it had 
not lieen for little IMary I should have been killed to-day. ' ' 

Lesson, Pages 60-63. 

Let the conversational part of the lesson be read in dialogue. 

(57) 



Lesson, Pages 64-66. 

Interest. Have the children notice the chair in the picture, read the 
title under it and the inscription on the front of the chair. From what 
was this line taken? Why was it carved on the chair? Read the lesson 
and find out. 

Word-drill. 

The great chestnut tree had fallen down 

A beautiful chair after his breakfast 

remembered repeat 

Questions. 

Tell the story of the children's gift to Longfellow. 

How did he express his thanks? 

Why did people mourn so much when Longfellow died? 

Lesson, Pages 67-70, 

Suggestion. If this lesson comes at the proper time of the year, have 
branches in bud put into water, place them in a sunny window and let the 
children watch them unfold and grow. Direct the children to find out how 
the little leaves in the buds are protected from the cold of winter. 

Lesson, Pages 76-79. ■ 

Suggestion. Use dialogue reading where it is possible. Ask the children, 
"What do you think of Harold?" "Can you find any way to be helpful 
and kind?" 

Lessons, Pages 81-84; 127-130; 167-170. 

Suggestion. Using black and white crayon, picture on the board 
cumulus, nimbus, cirrus, and stratus clouds as each form is mentioned in 
the reading lessons. Cumulus clouds are the piled-up white clouds some- 
times called "thunder-heads." The heavy gray rain-clouds are nimbus 
clouds. The stratus clouds are the horizontal bars or strips often seen at 
sunset. The cirrus clouds are feather}?^ Avhite clouds, high in the sky. As 
opportunity offers show the children clouds of each kind until the various 
forms and their names are familiar. 

The wisdom of giving material of this kind to Second Grade pupils may 
be doubted ; but, as it is a part of their reading course, let it be thoroughly 
mastered. 

Lesson, Pages 85-87. 

A POEM. 

Introduction. Have in the schoolroom a good picture of Longfellow. 
Lead the children to think of the poet, an old man, as he sat in his study, 
in liis home at Cambridge, on his last birthday. The brightness of the 
winter sunshine fell over his gray hair. He sat in the armchair which the 

(58) 



children of Cambridge had given him. About him were his books and his 
pleasant pictures. With him, in the ' ' old historic mansion, ' ' lived his family 
and others of the household. 

Read the poem, as a whole, to the class. Then read and study a stanza 
at a time, getting explanations whenever these are necessary to the com- 
prehension of the thought. Definition, analysis of structure and explanation 
of references may take all the life and beauty out of a poem. This kind of 
study has no place in the Second Grade. Rather let the teacher read 
expressively, explain sparingly, lead the children to see the pictures, experi- 
ence the emotions, and appreciate the beauty of the selection. 

Stanza 1 — Who had lived in Longfellow's home before him? The house 
was old enough to have a liistory, so tlie poet calls it "the old historic 
mansion." 

Stanza 2 — Explain vnjriads. 

Sta)iza 3 — Explain "tlie prairie's houndless plain." What was Long- 
fellow's "own fair city"? The "Golden Gate of sunset" refers to the 
Golden Gate of San Francisco Bay. Note that 

"From the Golden Gate of sunset 
And the cedarn woods of Maine," 

includes all of our country. 

Stanza 4 — The "songs of him" means simply his songs, his poems. 
Whose voices were singing his poems'? 

Stanza 5 — Get from the class, if possible, the explanation of "The lays 
of his life 's glad morning ' ' and ' ' The psalms of his evening time. ' ' Explain 
the meaning of the last two lines of the stanza. 

Stanza 6 — -The verses sent out by the poet to comfort and help those who 
should read them are compared to ' ' birds of cheer. ' ' When the children of 
our country sang his poems it seemed as if all the comfort and consolation 
came ba'ck to the poet, as if his "birds of cheer" came flocking back to 
cheer him. 

Stanza 8 — The poet's life on earth was aliout to close — 

' ' The last of earth and the first of heaven 
Seemed in the songs they sung." 

Sta)tzas 9-10 — These lines should be lightly touched by explanation. 
What is the home to which God's children are called? The "Summoning 
Angel." then, is the angel that called the poet home to Heaven. 

The ' ' words of the blessed Master ' ' were spoken when Christ called little 
children to him, and, blessing them, said, 

"Of such is the kingdom of Heaven." 



(59) 



Lesson, Pages 104-107. 

Interest. Lead the children to find from, the picture what time of year 
it is. Which girl is the May Queen? What is the May-pole? 

WOED-DRILL. 

to wear a wreath of flowers 
winding evergreen about a pole 
hepatic a * 

Questions. 

How did the children spend May Day? 
What did they do with the May-pole ? 

Suggestions. Tell the children about the pretty custom of hanging May- 
baskets on May Day. 

Of Tennyson's "May Queen" the first, third, seventh and eleventh 
stanzas are best to read to the class. 



Lesson, Pages 109-110. 

Suggestion. Read Whittier's poem "In School Days" to the class. 

Lesson, Pages 119-126. 

Suggestion. Read or tell Andersen 's story ' ' The Little Fir Tree "to 
the class. A story told is far better than a story read, if the narrator can 
so nearly learn the story as to retain the author's style. 

Lesson, Pages 143-146. 

Discussion. Was Henry right or wrong in taking Albert home and being 
late for school? 

Suggestion. Have the lesson read in dialogue. Have one pupil take the 
part of Henry, another the part of Arthur ; and let a third read the con- 
necting sentences. 

Lesson, Pages 150-151. 

It is difficult for children who have never seen snow except upon the 
distant mountains, to understand the description of the lawn covered with 
drifted snow, or the reference to the "frosty-starred" window and "the 
frost's eclipse." As it is not possible to give the experience at first hand, 
show the class pictures representing snow scenes. Explain to the children 
how the snow falls in flakes and covers the ground, and how it drifts in 
ridges, as the sand does, when a strong wind blows. If it is possible to 
obtain "Water Wonders Every Child Should Know" by Jean M. Thompson 
(Doubleday, Page, publishers), show the children pictures of the frost's 
tracery, pages 51, 68, and 96. Explain what is meant by an eclipse of the 
sun or moon. 

(60) 



Ask : If the window were covered on the inside with frost, and you should 
press your lips against the pane, what would happen to the frost ? Could 
you see through all parts of the window ? Where could you see through it ? 
Why? 

Pictures, preferably in color, of the squirrel, the blue jay, the squirrel and 
the hawk should be shown to the class, unless the children are familiar with 
these animals.* 

Read the poem as a whole to the class. Then read and study with them 
a few lines at a time, leading the children to get the thought fully. 

In the first stanza, read the first four lines. Lead the children to imagine 
the lawn covered deep with soft, Avhite snow, drifted by the wind to form 
ridges; the wind tossing the naked branches of the elm trees and singing 
through the pine trees. 

Lead the class to imagine looking through the frosty-starred window, at 
the golden glow of sunset, barred by purple clouds. Let them picture the 
somber crow flapping by, the hawk a mere fleck along the sky, the crested 
blue jay flitting about, 

"The squirrel poising on the drift, 
Erect, alert, his broad gray tail 
Set to the north wind like a sail. ' ' 

The second stanza needs no further explanation. 

After reading the third stanza, lead the class to picture little Red Riding 
Hood in her long boots, her red hood, her plaid skirt drawn closely about 
her, as she floundered through the deep snow. The wind, a "shrieking 
gale." blew the falling snow about her like a "misty veil" that almost hid 
her from sight. Sometimes she sank so deep in the snow that 

' ' Her scarlet hood could s(?arcely show 
Its dash of color on the snow." 

No explanation is necessary in the fourth stanza. 

After studying the poem with the class, read it once more while the pupils 
look on their books. Then have the class, during their study time, practice 
on reading the poem, and finally, have them read it aloud. 

By this method the children will imitate the teacher's reading, but not 
mechanically. The study of the lesson, with the teacher, should lead to a 
clear understanding of the thought, and each child will color his rendering 
with his own interpretation. 

Lesson, Pages 167-170. 

Suggestion. Read to the class Longfellow's "Rain in Summer." 



* Colored pictures of birds and the commoner wild animals, 6x8 and 7x9 inches in size,, 
may be obtained of the Milton Bradley Company. San Francisco, or of the publisher. 
A. W. Mumford, Chicago. These pictures are good representations of the subjects: 
portrayed. 

(CI) 



Lesson, Pages 178-182. 

Suggestion. Read to the class ' ' The Boy and the Brook, ' ' by Longfellow. 



Most of the poems listed page 183, as being suitable to read to the class, 
are too difficult for children of the Second Grade. 

The story told in "The Emperor's Bird Nest" may be given, but the 
poem is too difficult. 

The following of Longfellow 's poems may be used : 
Daybreak. 
The Windmill. 

The Maiden and the Weathercock. 
The Old Clock on the Stairs. 
Paul Eevere's Eide. 

To these may be added : 
Rain in Summer. 
From My Arm Chair. 

Of Whittier's poems, Barbara Frietchie is the only one which is within 
the comprehension of Second Grade children. 



(62) 



SUPPLEMENTARY LESSONS. 

Because of the lack of interest in the biographical sketches and because 
of the difficult}^ of the poems, much supplementary reading should be used 
with the State Second Reader. The books used should be very interesting 
and comparatively easy. The following have been found suitable : 

Blaisdell, E. A. and M. F.— Child-Life in Tale and Fable ; a Second 

Reader. 
Blodgett, F. E. and A. B. — Second Reader. 
Murray, Clara — Wide- Awake Second Reader. 
Smythe, E. L.— Old-Time Stories Retold. 
Chance, L. M.— Little Folks of Many Lands. 
Smith, Jessie — Four True Stories of Life and Adventure. 
Smith, Jessie— Washington. 

Mott, S. M., and Button, M. B.— Fishing and Hunting. 
Blaisdell, E. A. and M. F. — Boy Blue and His Friends. 
Baldwin, James — The Fairy Reader. 
Baldwin, James — The Second Fairy Reader. 
Simms, M. H. — Child Literature. 

A set of readers may be obtained for class use and single copies of the 
other books bought for individual use, and for sight reading in class, the 
book used being passed from pupil to pupil. 

On special occasions, particularly before holidays, hectographed or type- 
written stories, or "cut-up stories" Avritten on cards, can be used to advan- 
tage to enliven the reading lessons. The following stories will serve to 
illustrate : 

THE FIRST THANKSGIVING. 

Long, long ago no white people lived in America. 

It was the home of the Indians. 

But one day a big sailboat came. 

It was called ' ' The Mayflower. ' ' 

There were one hundred white people on the Mayflower. 

They had come from the other side of the ocean. 

The white people had been on the ocean one hundred days. 

I think they were glad to reach the land at last. 

But they did not find any houses. 

They saw only Indians and woods. 

The Indians lived in wigwams. 

A wigwam is something like a tent, you know. 

It was almost winter and very cold. 

The people cut down trees to build their houses and to make their fires. 

They were afraid of the Indians. 

The Indians were afraid of the white people. 

The winter was very long. 

(63) 



Sometimes they were cold. 

Sometimes they were hungry. 

Half the people died. 

In the spring some good Indians came to help them. 

The Indians showed them how to plant corn. 

They would not let the bad Indians hurt them. 

When fall came the people were happy again. 

Their corn had grown fast. 

They had good houses. 

And they had enough to eat. 

"We must have a day of Thanksgiving," they said. 

"We must thank God for being so good to us. 

We will have a fine dinner. And we will ask the good Indians to come 
and eat it with us." 

That was the first Thanksgiving Day. 

Ever since then the people of America have had a Thanksgiving Day 
once a year. 

That is why we have a Thanksgiving Day to-morrow. 

From Grover, E. A. — Overall Boys — (Rand, McNally). 



THE FIRST CHRISTMAS. 

Once, long ago, a man and a woman were traveling. 

It was a country far from here. 

The woman rode on a donkey, and the man walked beside her. 

Thej^ had traveled a long way and they were very tired. 

At last they came to a little town built among the hills. This town was 
called Bethlehem. 

They stopped at a house and asked to stay all night. The house was 
an inn. 

"Yes, you may stay," said the man at the inn; but there are so many 
travelers here that I have not room for you in the house. You will have 
to sleep in the stable. " 

The stable was clean and warm. 

There was fresh hay in the mangers. 

' ' This is a good place to stay, ' ' said the woman. 

In the night a little baby came to them. A dear little baby boy ! 

The mother wrapped him up warm, and laid him in the manger to sleep. 

The baby was Jesus. 

The mother's name was Mary. 

There were some sheep out on the hills. Some shepherds were watching 
them all night. 

It was a cold night. The moon and stars were bright. 

As the shepherds sat on the hillside, a beautiful angel came to them and 
told them that Jesus was born. 

(64) 



It said that they would find the baby in the manger at Bethlehem. 

Then more angels came and sang to the shepherds about Jesus. 

When the angels had gone away, the shepherds said, "Let us go to Beth- 
lehem and see this baby Jesus. ' ' 

They ^yent to the stable and saw the baby sleeping in the manger. 

Then they stood and watched him. They were so ghid that Jesus was 
born. It was the first Christmas Day. 

We are happy every year when Christmas comes. 

It is a time of good will. 

We give presents to those we love. 

— From Siiiniis. Mae H. — Child TAteratiire — (Am. Bk. Co.) 



JACK S STOCKING. 

Santa Clans came down Jack's chimne}' on Christmas Eve. His pack was 
full of toys. 

He looked at Jack's stocking. "I must fill that full to the top," he said. 
"Jack is such a good boy. He helps his mother and he helps his teacher.'" 

So he began to fill the stocking. He put in a bag of marbles, a singing 
top. a book, a toy ship, a bag of candy, and an orange. 

He held the stocking up. "Well," he said, "no one could put another 
thing in this stocking." 

' ' Squeak ! ' ' said a little mouse at his side. ' ' I can put in one thing more. ' ' 

Santa said, "No, little mouse, you cannot; the stocking is full to the top." 

"Let me try," said the little mouse. "Shut your eyes, Santa, till I have 
put it in." 

So Santa closed his eyes. "Ready!" said the little mouse. What do you 
think Santa saw ? A little hole right in the toe of the stocking ! That Avas 
the one thing more the mouse could put in. 

Santa laughed so hard that he wakened Jack. He just had time to 
scamper up the chimney before Jack jumped out of bed. 

All Jack saw was a stocking full of toys, and a tiny mouse scampering to 
his hole. 

He did not know Santa Clans was so near. 

— From Logie, A. E.. and TJecl-e. C: H. — The ^tonj Rrader — fAiii. Bk. <'<,.) 



4— BUL. S HT.) 



STATE THIRD READER. 

As the first lessons of the State Third Reader lack interest, il is wise to 
select, for the first reading lesson, one that Avill appeal to the class and, at 
the same time, one that is comparatively easy and that gives opportunity 
for good expressive reading. The selection given on pages 11-16. "The 
Dog, the Cat and the Parrot." meets in a measure these requirements. 
Another suitable lesson is "How Lulu was Lost," pages 25-31. 

The biographical sketches and other lessons that are not very interesting 
must be given, of course ; but they should be made as interesting as possible 
and should be interspersed with cut-up stories, and with bright, readable 
selections from other books, used singly by passing from pupil to pupil for 
sight reading; or with lessons, given in the usual way, from sets of supple- 
mental readers. 

The Lesson Plan. 

Ln the preliminary study of the lesson by the teacher the following topics 
should be considered : . 

1. The Lesson Unit. 

2. Means of Arousing Interest. 

3. The Eemoval of 'Difficulties. 

, , ^^ -, \ form and pronunciation. 
(a) Words < . 

i meamng. 

(h) Phrasing, or Proper G-rouping of Words. 

(c) Experience lacking (which is necessary to the understanding of 

' the lesson) . 

4. Expression (where special drill is necessary). 

5. Incentives to Study. 

6. Questions to Test Thought-getting. 

7. Reviews. 



By the Lesson L^nit is meant the central thought of the lesson. It may 
be a moral to be subtly impressed upon the children's minds; it may con- 
sist of important facts to be so impressed that they will be remembered ; 
it may be an emotional reaction to be secured. In no case should the 
teacher's aim to impress a moral be manifest; in no case should she 
"preach" to the children. They should rather be led to discuss the situation 
or the problem in hand, and to reach the right conclusion. 

Means of arousing interest have already been suggested under General 
Directions. Many other ways will be found by the thoughtful teacher. It 
may be added that the unfailing source of interest and inspiration to the 
children is the teacher's own lively interest and enthusiasm. 

The removal of difficulties has been sufficiently treated under General 
Directions. 

Expression, in oral reading, will generally be good if the thought be fully 
mastered and the feeling deeply experienced. It often happens that chil- 

(66) 



dren are reticeut about reading a passage expressing strong emotion. In 
snch a case the reading of the passage by the teacher, followed by concert 
reading by the class under the leadership of the teacher may lessen the 
difficulty. Practice in various modes of reading the hard passage to express 
individual interpretation of the thought will be found helpful. 

Incentives to study should be given in the form of definite aims to be 
accomplished by each reading of the lesson. The strongest incentive is a 
lively interest in the selection, an anticipation of genuine pleasure to be 
derived from the reading. With some pupils one intensive reading of the 
lesson is sufficient. But the majority of children need more study. Simply 
to tell them. "Study your lesson five times" is to direct their attention to 
the number of times the lesson is read rather than to the content of the 
lesson or the ends to be attained. Definite instructions, such as the follow- 
ing, should be given : 

1. Master all the words in the lesson, getting the pronunciation and 
meaning. 

2. Get all the thoitght: that is, study to understand every sentence. If 
the lesson is a story, be ready to tell it. Be ready to explain any part of 
the lesson. 

3. Practice on how to read the lesson to make your hearers understand 
and appreciate it. Aim generally to read in glad tone; but note and 
practice upon parts that are to be read as if one were sad, thoughtful, sur- 
prised or indignant ; and the parts that are to be read slowly or rapidly, in 
soft or in loud tone. Be ready to talk the lesson. 

4. Find the parts of the lesson that ijoii like: see the pictures described. 

Questions to test thought-getting should be clear, definite, thought-pro- 
voking. In general, cpiestions should not be such as can be answered in 
the words of the text, or by yes or no. 

Reviews should include drill on hard words and on facts worth remem- 
bering ; and practice on reading difficult lessons, in the spirit of conciuest ; 
also practice on reading, largely for enjoyment, lessons that have been 
found particularly pleasurable. 

A few type lessons are given to illustrate the modes of treating various 
subjects. These are taken in the order in which they occur in the reader. 

Lesson, Pages 1-2. 

Lesson Unit. — The early home life of James Russell Lowell. 

Interest. — Have the volume of LoAvell's poems in the schoolroom: and. if 
available, a picture of the poet. Tell the class that the lesson is about the 
home and boyhood of the poet who wrote this book. 

What is attractive about the home represented in thf picture on page 1 
of the reader? Why was it called Elmwood? 

Drill 

the 22d of Febnuiry. 1819 (eighteen hundred, nineteen) 

James Russell Lowell 

minister Cambridge, near the Charles River 

(67) 



Questions.— 'What other great man was born on the same day of the 
same month as James Rnssell Lowell? How did the Lowell children have 
good times ? 

Supi^lemental.—Reeid to the class "The Fountain" by Lowell, having the 
poem on the blackboard or typewritten or hectographed on paper, a copy 
for each ;?hild. Then have the pupils read the poem. 

It is an excellent plan to have typewritten or hectographed copies of the 
supplemental lessons, particularly the poems, and allow each child to keep 
his copies in a binder, which may be merely a folder made of heavy paper. 
The children like to keep the poems which they enjoy ; and the collection is 
useful for reviews and for future reference. 

Lesson, Pages 3-4. 

Lesson Unit. — Lowell's childhood. 

Interest. — In this lesson we have more about Lowell's boyhood, and about 
what he thought of the birds, the clouds and the flowers. 

AVhere was Lowell's childhood home? AVhat other poet lived in Cam- 
bridge, near the Charles River. (State Second Reader, page 14.) 

Drill. 

imagine a generous* gift 

the white lily's breezy tent * 

Questions. — What did Lowell imagine about the bird songs? What did 
he think about the clouds ? What did he think about the dandelions ? How 
did the bird songs and the spring blossoms help the poet? What does 
Lowell say about the Charles River ? 

Supplemental. — Read Lowell's "To the Dandelion" to the class. 

Lesson, Pages 11-16. 

This should be given as two lessons, the first being page 11 to para- 
graph 12, page 14. 

Interest. — The lesson is a funny story about a dog. a cat and a parrot, 
and how they got along together. 
Drill. 

Tabitha opportunity* 

Polly would salute* her with a fierce ' ' Scat ! ' ' 
She promptly obeyed* 

Expression. 

' ' Kitty, kitty, kitty, kitty ! " " Scat ! ' ' 

Polly feebly muttered, "Polly wants a — " 
" No ! " said Bose, ' ' I forbid it. Bow-wow ! " 

Questions. — What tricks did Polly play upon Bose and Tabbj^? What 
happened to Polly? 



*X0TE. — The use of the asterisk indicates that the meaning of the -word or phrase 
should be explained — by the pupils, if possible. The underlining- calls attention to the 
word or pa.rt of a word that it may be carefully pronounced. 

(68) 



Lesson, Pages 41-44. 

Suggestion. — At the close of the lesson read to the class Lowell's poem 
"She Came and AVent." This shonld be included in the collection of poems 
made by the class. 

Lesson, Pages 45-47. 

THE FIRST 8N0W-FALL. 

Read the entire poem to the class that they may feel its beauty, even 
though they may not fully comprehend the meaning. Read again and .study 
with the class one or more stanzas at a time, according to the sense. 

Show the class pictures of snow scenes, in one of which falling snow is 
represented. Lead the children to think of the snow beginning to fall in 
the gloaming, or evening tMdlight, and falling steadily all through the night 
until everything in the landscape was white, and field and highway were 
covered deep with the soft, white snow. 

Why does Lowell call the fallen snow "a silence deep and white?" Help 
the child to picture the evergreen trees so covered with snow that they seem 
to be draped in ermine, a costly white fur ; and the elm trees, bare of leaves, 
their branches covered with gleaming ice, so that — 
' ' the poorest twig on the elm tree 
Was ridged inch-deep with pearl." 

Carrara is a beautiful pure white marble, that comes from Carrara in 
Italy. The sheds seemed to be roofed with Carrara marble. Why did the 
crow of the chanticleer sound mufifled? How were the stiff rails of the fence 
"softened to swan's-down?" 

Read again the first three stanzas, helping the children to enjoy the 
beauty of the lines. A hearty, "I like this" from the teacher just before 
the reading of the passage often leads the children to enjoy Avhat they 
would not otherwise appreciate. The teacher should not be chary of show- 
ing her own appreciation of beautiful passages; and she should frequently 
ask the children to read lines which they specially like. 

Let the children visualize, or, in their words, "think a picture" for the 
fourth stanza. 

In the fifth stanza explain that 

"a mound in sweet Auburn 
Where a little headstone stood," 

refers to the grave, in Auburn cemetery, of Lowell's little daughter, 
Blanche. Get from the children, or tell briefly, the story of the babes in 
the wood. 

In the sixth stanza no explanation is necessary, unless it be of the term, 
"the good All-father": and the children can doubtless make that clear to 
those of their number who do not understand. 

The seventh and eighth stanzas should be interpreted together. Read 
them expressively to the class once more. Lead the children' to picture the 
scene which Lowell saw — the whole landscape white with snow, the air 
filled with falling flakes, the leaden gray sky arched above. 

(69) 



Explain that Lowell was reminded of the dark sky on that day when 
little Blanche was buried in Anburn cemetery, and of the falling snow that 
covered the mound over her grave. And then he remembered that patience 
had come, little by little, into the hearts that mourned, and had hidden and 
healed the scar; that is, the memory of their loss and sorrow^, even as the 
snowflakes had hidden the little grave. 

The teacher need not be reminded that this subtle thought is difficult for 
little children. They can, hoAvever, be led to get a dim comprehension of 
the meaning; and the re-reading of the poem in later years will reveal 
thought and develop feeling more fully. 

The ninth and tenth stanzas should also be taken together. An expressive 
reading by the teacher will make the thought clear, though the children 
should be led to explain that the father gave his kiss to little Mabel for her 
sister Blanche. 

In closing the study of the poem with the class, it will be well for the 
teacher to read again the first four stanzas — giving one of the most beautiful 
word pictures in our literature — and have the children visualize the scene. 

Then the pupils may study the poem, and later read it aloud. 

Lesson, Pages 48-50. 

The lesson unit is obviously perseverance in any worthy undertaking 
until success is won. The story itself is all-sufficient to impress the thought 
and lead the children to admire the persevering boy who succeeded. No 
comment and no questions are necessary. In no case should the moral of 
a lesson he hammered in. That only makes the lesson distasteful to the 
class, and causes them to react against its teaching. 

Lesson, Pages 67-70. 

Supplemental reading. ^'^ 

Walker, Margaret Coulson — Our Common Birds and Their Nest- 
lings.— (Am. Bk. Co.) 
Pyle. K. — Stories of Humble Friends. — (Am. Bk. Co.) 

The selections may be chosen according to the teacher's judgment as to 
the interests of the class. 

Lesson,. Pages 74-79. 

Siipplonental reading^' and pictures. 

Blaisclell— Child Life. Third Reader.— (Macmillan.) 
Boys and Girls of Japan, pages 144-148. 
The Doll Festival, pages 149-152. 
The Flag Festival, pages 153-156. 
Shaw — Big People and Little People of Other Lands. 
Japan — (Am. Bk. Co.) pages 15-24. 

Chance — Little Folks of Many Lands — (Ginn) pages 95-111. 



*It may be that all of these references can not be read in the class ; but enough can 
be done to interest the children in the books, all of which are good for silent reading in 
school or for home reading. (70) 



Lesson, Pages 85-86. 

A good supplementary lesson is the story of Firefly, in Pyle. K. — Stories 
of Humble Friends, pages 70-77. 



Lesson, Pages 97-108. 

This selection is taken from Alcott. Louisa M. — Lulu's Library. Vol. II, 
pages 68-79. Have the book in the schoolroom, and let some child who 
need.s an incentive to study earnestly, compare the reading lesson with the 
original. The chief purpose of bringing the book to the children's notice 
is to interest them in reading more of the author's writings. To further 
this end the book should be made accessible to the entire class, but without 
forcing it upon them. 

Lesson, Pages 115-118. 

To give the class an idea of marine life use the colored frontispiece in 
each of these books : 

"Wright. Julia McNair — Seaside and Wayside. Vol. I.^ — (Heath.) 
Wright. Julia McNair — Seaside and Wayside, Vol. II. — (Heath.) 



Lesson, Pages 119-122. 

For pictures of home and school life among the Pilgrims use Pratt, 
M. L. — -America's Story for America's Children, Vol. I. pages 92-97 (D. C. 
Heath) ; and Stone, G. L., and Fickert, M. C— Every Day Life in the 
Colonies (D. C. Heath). 

Lesson, Page 126. 

This lesson gives good opportunities for visualizing. Let the children 
"think pictures" for paragraphs 1 and 2, and for paragraphs 4 and 6. 



Lesson, Pages 128-133. 

Precede this lesson by a nature lesson on — How it Rains.* If, for any 
reason, a nature lesson is impossible, develop the subject by means of ques- 
tions and an illustrative chalk talk. Ask the class how the water in the 
tea-kettle is changed when kept over a fire. What becomes of the steam, 
or vapor? From what other sources does vapor, or steam come? Where 
are large amounts of vapor formed by the sun's heat acting upon water? 
When large quantities of vapor are massed together what do they form? 
How are clouds carried over the land? When you blow your breath, con- 
taining warm vapor, on a cold Avindow-pane what happens? What causes 

*For directions, see Jenkins and Kellogg — Lessons in Nature Study (Whitaker and 
Ray. S. F.. pub.), pages 137-138. 

(71) 



the vapor in the clouds to condense into drops of water ? When the^e drops 
fall, we say it is — ? What becomes of the rain ? 



Lesson, Pages 153-155. 

Lesson Unit. — The life history of the frog. 

Interest. — If this lesson can be placed at the right season of the year, 
precede it by a series of nature lessons, extending over several weeks, in 
which the children observe and study the development of the frog — the eggs, 
their change and final hatching ; the tadpoles, through their various stages, 
and the fully developed little frogs. Of course this is best done where 
frogs are in their natural habitat, in stream or pond. But the requisite 
material may be kept in jars or in an aquarium in the schoolroom, where it 
can be frequently and conveniently observed.* 

If, because the season is inopportune, or because, for other reasons, 
material can not be obtained, nature lessons are out of the question, give a 
chalk talk, picturing the mass of eggs, the change visible in the egg as it 
nears the time of hatching, the tadpoles in the various stages of no legs; 
hind legs partially developed, then fully developed; fore and hind legs, and 
the fully formed little frog. 

Drill. 

generally very curious These little black creatures 

Fruit for the gentle man 's dessert. 

Questions. — Why must frogs sometimes be able to get into the water? 
What do frogs eat ? How does the frog get rid of its old skin ? 

For observation and study: What do tadpoles eat? Of what use are 
they?t 

Review. — Life history of the frog. Use of tadpoles. 



Lesson, Pages 184-194. 

Have the pupils visualize paragraph 1, page 185 ; paragraph 10, page 188 ; 
and paragraphs 2-3, page 192. 

Make clear to the children what caddis worms are. See Jenkins and 
Kellogg— Lessons in Nature Study (Whitaker, Ray, S. F., pub.), pages 
63-65, Caddis Worms. 

Have the conversational parts on page 193 read as dialogue, one child 
taking the part of May and another talking for Echo. 

*For directions, see Jenkins and Kellogg— Lessons in Nature Study (Whitaker and 
Ray. S. F., pub.), pages 137-138. 

tTadpoIes eat large quantities of decaying vegetation. They thus act as scavengers, in 
a measure purifying stagnant ponds. 



(72) 



Lesson, Pages 168-171. 

HOLMES AS AN AUTHOR. 

Interest. — Tell the children brief stories about Oliver AYendell Holmes — 
stories that show his perennial good cheer and kindliness and his interest in 
his fellows. Even when he was "seventy years young" he was always a 
bo3^ in spirit, and sometimes in actions. The following anecdotes show some- 
thing of his character. 

One warm day, as Oliver AVendell Holmes was crossing Boston Commons 
with a friend, they came np with Chief Justice Hale. He had taken oiT his 
high silk hat to wipe his forehead, and was standing under an elm tree, hold- 
ing his hat behind him. Holmes slyly tiptoed up behind him and dropped a 
nickel into the hat. 

Another time Oliver Wendell Holmes accidentally ran over a little girl 
and knocked her down. The fall hurt her so that she cried. The poet 
picked her up, took her hands in his. and went dancing down the street 
with her. When she laughed through her tears, he bade her a cheery 
goodbye and went his way. 



The second paragraph of the lesson, page 168, needs explanation : Oliver 
Wendell Holmes was born in 1809 ; so he was twenty years old Avhen he was 
graduated from Harvard College in 1829, with "the boys of "29." He 
wrote the class poem at this time. 

In 1879, just fifty years later, those of "the boys" who were still living 
were old, white-haired men. They met in honor of their graduation, and 
again Oliver Wendell Holmes was chosen class poet. He wrote the poem 
beginning — • 

"Has there any old fellow got mixed with the boys? 
If there has take him out without making a noise. 
Hang the Almanac's cheat and the Catalogue's spite! 
Old Time is a liar ! We're twenty to-night !" 

Referring to Rev. S. F. Smith, he wrote in this poem : 
"And here's a nice youngster of excellent pith, 
Fate tried to conceal him by naming him Smith. 
But he shouted a song for the brave and the free, 
Just read on his medal, 'My Country,' 'of theel' " 

The poem closes with these stanzas : 

' ' Yes, we 're boys, always playing with tongue or with pen, 
. And I sometimes have asked. ' Shall we ever be men ? 
Shall we always be youthful and laughing and gay, 
Till the last dear companion drops smiling away?' 

"Then here's to our boyhood, its gold and its gray! 
The stars of its winter, the dews of its May, 
And w^hen we have done with our life-lasting toys. 
Dear Father, take care of Thy children, ' The Boys ! ' " 

(73) 



At the close of thi3 lesson the following poem should be read to the class : 

OLD IRONSIDES. 

A}', tear her. tattered ensign down! 

Long has it waved on high, 
And many an eye has danced to see 

That banner in the sky; 
Beneath it rung the battle shout, 

And burst the cannon 's roar ; — 
The meteor of the ocean air 

Shall sweep the clouds no more. 

Her deck, once red with heroes' blood, 

Where knelt the vanquished foe, 
When winds were hurrying o'er the flood. 

And waves were white below. 
No more shall feel the victor's tread, 

Or know the conquered knee; — 
The harpies of the shore shall pluck 

The eagle of the sea. 

Oh, better that her shattered hulk 

Should sink beneath the wave ; 
Her thunders shook the might deep, 

And there should be her grave ; 
Nail to the mast her hol}^ flag, 

Set every threadbare sail. 
And give her to the God of storms, 

The lightning and the gale. 

—Oliver Wendell Holme. 



Lesson, Pages 209-211. 

Supplementary lessons ma^^ be found in Baldwin, James — American Book 
of Golden Deeds. — (Am. Bk. Co.) 



Lesson, Pages 242-243. 

THE SANDPIPER. 

In taking up the poem Avith the class first give them the setting. Children 
who are familiar with the seashore can readily picture the scenes. For 
those who have never seen the ocean, pictures and vivid descriptions Avill 
aid, though imperfectly, in forming the needed concepts. Lead the class 
to picture the dark, storn\y day — the great waves thundering upon the rocks 
and rolling upon the sandy shore — the girl gathering driftwood on the 
beach, the little bird flitting before her. 

Read the poem as a whole to the class, sympathetically, while, with open 
books, they follow the reading. 

(74) 



Then study stanza by stanza with the class, getting, when possible, 
interested response from the children whether in explanation, discussions 
or questions. The interest and attention of each pupil, and, in consequence, 
the strength of his impressions, the value of his appreciation and the 
tenacity of his memory of the lesson depend very largely on the active share 
he takes in the work on hand. 

Stanza 1. — Picture again the scene upon the beach, and read the stanza 
aloud. Ask. To what are the waves compared in the expression : 
"The wild waves reach their hands for it." 

What is meant by "The wild Avind raves?" 

Stanza 2. — Have the children note the expressiveness of the passage, 

"the sullen clouds 
Scud, black and swift across the sky." 

Read the stanza again and ask the children to imagine the scene — the 
wind driving the dark clouds across the sky — ^the tall white lighthouses 
partly hidden by the dashing spray and the mist, 

"Like silent ghosts in misty shrouds" — 
the sailing vessels, with sails closely reefed, driven before the wind. 

Stanza 3. — Simply read and have the class picture the scene. 
Why are the girl and the bird stanch friends? 

Stanza 4 needs no explanation other than that which a sympathetic read- 
ing will convey. A hearty expression from the teacher of appreciation of 
the beauty and feeling in the lines will lead the class to more fully enjoy 
the stanza. The poem stands out as one of the best in our child literature. 



SUPPLEMENTARY LESSONS. 

(Jn special occasions, like Thanksgiving and Christmas, heetographed or 
typewritten stories or "cut up stories" written on cards can be advan- 
tageously used. The following may be used in the Third Grade : 

THE FIRST THANKSGIVING. 

About three hundred years ago the Pilgrims, who made the first Thanks- 
giving, left England and went to Holland. 

They wanted to serve God as they thought right. So they went away to 
another country. 

They .stayed here about twelve years. Then they became dissatisfied, and 
made up their minds to come to America. 

They came in a ship called the Mayflower. 

There were one hundred and one of them. They landed at Plymouth 
in cold December. 

They built houses, a church and a hospital. JNIany of the people were 
sick, and they all had very little to eat. At one time they had but five 
grains of corn apiece each day. 

(75) 



The Indians gave them corn to plant, and the next 3^ear they had good 
crops. 

They were so thankful for God's goodness to them in giving them enough 
to eat, that they set apart a time to give thanks to Him. 

They made a feast and invited the Indians to come. 

The Thanksgiving dinner table held many wild turkeys, roasted. 

Cranberries grew wild in the bogs. So they had cranberries with their 
turkey just as we do. They also had a kind of bread made of corn. 

One of the Indians brought popcorn to the feast. It was the first popcorn 
the Pilgrims had ever seen. The Indians called it ''the corn that blossoms." 

The thanksgiving and feasting lasted three days. 

This was the first Thanksgiving Day. It is always the last Thursday 
in November. 

— Alice Cook Fuller in Prima)-!/ Education. 



THE CHRISTMAS BELLS. 



In a land far away was a beautiful church. Three bells hung in the high 
tower. They were wonderful bells. 

There was the great bell that went CLANG ! CLANG ! CLANG ! 

There was the middle-sized bell that went cling ! clang I cling I 

And there was the little bell that went Ring! Ring! Ring! 

These bells rang only on Christmas Eve. No one knew who rang them. 
Some said it was the wind. Others thought fairies touched the bells. 

The people loved to hear the bells ring. They sat very still in the 
beautiful church, and listened for the music of the bells. 

One Christmas Eve the people waited and waited. But the bells did not 
ring. Then how sad they were ! 

Christmas came again, and the people listened for the bells. But again 
the bells did not ring ! 

Many; many years went by. Still the bells did not ring. Then the people 
asked, "Did the bells ever ring?" 

II. 

On Christmas Eve two little boys were plajdng together in the snow. 
They were called Pedro and Little Brother. 

Little Brother said, "Oh, Pedro, can't we go to the church to-night? 
Perhaps the bells will ring." 

"Yes, Little Brother, we will go," answered Pedro. They started for 
the church. The snow was falling fast, but on they went. 

A low cry was heard. What could it be? Little Brother was afraid. 

He asked, "What is that, Pedro?" Pedro said, "I will go and see." 

He ran across the road, and what do you think he found? In the snow 
was a little white dog. It was cold and hungry. 

Pedro, took the poor little dog in his arms. He put it under his .jacket 
to keep it warm. 

(76) 



-You go try the church. Little Brother. I shall take the dog home. It 
must have food or it will die. " 

"Oh. Pedro, I don't want to go alone." 

''But you will go, won't vourdear? I saved all my pennies, and I have 
changed them for this bright dollar. " 

"Yes. Pedro, I will go." 

Little Brother took the silver dollar, and went to the church alone He 
wa ked slowly in and took a seat. All the people were listening for the 
bells to ring. 

The priest was there in his snow-white robes. He said, ''Brino- vour oifts 
to the altar." . -^ ^ 



HI. 



The king took his golden crown. All the people listened. But the bells 
did not ring. 

The queen gave her jewels. The people listened. But the bells did not 
ring. 

Rich men laid money on the altar. Still the bells did not rinc 
^Little Brother thought, "Can I go up there with this one little dollar? 
1 es. I told Pedro I would go, and I must. ' ' 

He went slowly up to the altar. He laid Pedro's dollar on the verv ed-e 
of It. And now. listen ! The bells ! The bells! 

The m-eat bell went CLANG! CLANG! CLANG! The middle-sized 
bell went cling! clang! cling! And the little bell went i?//^r// Ring! 
Bing! And the waiting people were very happy. 

Little Brother ran from the church. Pedro had warmed and fed the 
starving dog. He was coming to meet Little Brother. 

Little Brother ran to meet Pedro He said, "Oh. Pedro, the bells! the 
bells : I wish you had heard the bells. ' ' 

"I did hear them. Little Brother. Their sound came over the snow to 
me. It was the sweetest sound I ever heard." 

—Adapted. Mfinj L. <;Uui,i,i in Brook's ,Srcoiid Rrtidci-.— fAiii. Bk. Co.) 



USE OF STATE TEXTS— STATE FOURTH READER. 

In order to give the pupils the most favorable impression of the State 
Fourth Reader it is wise to begin with one of the most interesting lessons, 
such as Jackanapes and the Pony, pages 8-16. This selection is too long 
for one lesson. It may be divided into two or three lessons, according to the 
abilitv of the class. 



Lesson, Pages 8-10, to Paragraph 8. 

Interest. 

Have a- copy of the book from which the lesson is taken — Ewing "s Jacka- 
napes — and call the attention of the class to it. Introduce the class to the 
characters that appear in the stor3^ The picture, page 12, gives some idea 
of Jackanapes and the General. Lead the class to picture the scene as the 
description in the first paragraph is read aloud. Tell briefly about fair time 
in England, and about the Gypsies' appearance and mode of life. 

Word and Phrase Drill. 

the Gypsy's red-haired pony spurned* 

his hand lingering in the wiry mane 

at the first opportunity* jolting, clumsy work 

after the elastic swiftness* and dainty mischief* of the red-haired 

pony 

disposed to talk confidentially* 

Study (directions to the class). 

1. Look through the lesson and make sure of your mastery of every word. 

2. Study the lesson to understand the meaning of every sentence. 

3. Practice on "talking" the lesson. Put yourself in the place of the 
speaker and think how you will say each part of the lesson. 

4. Select the passages which you specially like. Try to see the pictures 
described. 

Recitation. 

Renew interest by bright questions : AA^hy would you like to own a pony 
like Lollo? Describe Lollo. Tell about Jackanapes' first experience with 
Lollo. AVhat led the Gypsy boy to give Jackanapes a ride on Lollo ? 

Have the first paragraph read by some one who likes the pony. 

Have paragraphs two. four, five and the first part of paragraph six read 
in dialogue. 

Questions to be interspersed with the reading: 

How much did the Gypsy father want for the pony? 

About how many dollars is that? Hoav did Jackanapes like riding the 
donkey after having ridden Lollo? AVhat directions were given to Jacka- 
napes by Miss Jessamine? AVhy? 

*\Yords marked Avith the asterifsk are to be explained, if possible, by the pupils.. 
Words underlined should be developed or built by syllables, so that the pupils may get 
them more readily. 

(78) 



Lesson, Pages 11-14, Paragraph 15. 

Interest. 

Who was the General? Tell about Jackanapes' experience with Lollo. 

Word and Phrase Drill. 

vivid * his yellow mop* 

Fourteen pounds nineteen shillings and ten pence 
chiefly waistcoats* 
slapping the breast of his military frock coat 

Explanation. 

If the class have had Denominate Numbers, paragraph 11 can best be 
explained by having the example worked out by the class. If that is beyond 
the ability of the children, the teacher should simply explain that Jacka- 
napes is working out an example in English money to find how much he 
needs. Tell the class that a pound in English money is about five dollars 
($4.84), and have them find out how much the Gypsy asked for the pony. 

Study. 

(See previous lesson for directions to children.) 

Questions. 

How much money did Jackanapes want? AVhat for? 
Describe the picture given in paragraph 14. 

Recitation. 

In the oral reading of pages 13-14 let one pupil read what Jackanapes 
said, and another what the General said. It is not necessary in this dialogue 
reading to omit expressions like "asked Jackanapes." and "said the 
General, slapping the breast of his military frock coat." The effort to have 
these interpolated passages omitted requires too much attention to be 
worth while. 

Lesson, Pages 14-16. 

Interest. 

Why did the General buy Lollo ? On what conditions was Jackanapes 
to have Lollo? 

Drill. 

the rapture* of the race cavalry* 

who swoop and dart and wheel about a plain like swallows in autumn 

Explanation. 

Tell the class that Waterloo in Belgium Avas, in 1815, the scene of a 
terrible battle, in which the English, Prussians, Austrians and other allies 
fought against the French under Napoleon. The English were victorious, 
but there was great loss of life on both sides. 

Study. 

(See page 76 for directions for pupils.) 

* Words marked with the asterisk are to be explained, if possible, by the pupils. 

(79) 



Questions. 

Whom did Jackanapes love best? Next? Why? 

Note hoAv feelingly the General spoke abont Jackanapes' fnture. Why 
did he feel so strongly? 

At the close of the lesson the book, Ewing's Jackanapes, should again 
be brought to the notice of the class with the suggestion that it contains 
the whole story about Jackanapes. If the book can not be obtained, refer- 
ence may be made to the lesson on pages 300-307 of the Fourth Reader. 

Lesson, Pages 45-52. 

Suggestions. 

In giving the setting for this lesson tell, the class briefly about the War 
of the Rebellion — that it took place in our own country between the people 
of the North and the people of the South — that the question of slavery and 
the proposed withdrawal of the Southern States from the Union were the 
chief causes of the war. 

Give an idea of what slaves were : and tell, in brief, why the people of the 
South wanted them. 

Explain that Federal soldiers, or blue-coats, were the Northern soldiers; 
the Confederates were the soldiers of the South. 

Willie and Frank lived at Oakland, Virginia. 

Have the last paragraph of fine print on page 44 read as an introduction 
to the lesson. 

Have the book, Page's Two Little Confederates, in the schoolroom. Get 
some pupil who needs an iiieentive to study, to read his lesson from chap- 
ter 16 of the book and compare with the lesson in the Fourth Reader. Then 
let him read from the original. 

It will require no effort on the part of the teacher to get the children to 
read Page's Two Little Confederates and Among the Camps. 

Lesson, Pages 53-63. 

Suggestions. 

Have Bayard Taylor's Boys of Other Countries in the schoolroom, and 
use the book as is suggested for pages 45-52 in the preceding paragraphs. 

The story of Jackanapes and the Pony may be followed by the first lesson 
in the Fourth Reader, The Maple Tree's Children. Then the subsequent 
lessons may be taken in regular order. 

Lesson, Pages 5-7. 

the frolic of the leaves. 

If this lesson comes at the proper season of the year, have in the school- 
room some of the tender pink maple leaves just coming out of bud, and 
some tree buds to show the ' ' swathing bands ' ' in which the tiny leaves are 
enclosed for protection during the winter. 

Read the first three stanzas aloud, then study them with the class. To 
what does the poet compare the leaves? What expressions show that he is 

(SO) 



thinking' of them as !)abiesf ("First opened their Avondering eyes." "They 
threw off their swathing' bands." "Rocked in the arms of summer." "Their 
pink imploring hands," "Crooned a low lullaby to them.") What picture 
is brought to mind b}^ the passage, 

"under the bending beauty. 
Of the azure April skies?" 

Why is the expression "bending beauty" used? 

In the second stanza explain what is meant by "swathing bands" bv 
showing a picture of a swathed baby (the Italian Bambino), or bj^ sub- 
stituting a good description of it. and by showing the tree buds in which 
the lirown scales swathe the tiny leaves. Recall to the children's minds the 
thought of a baby stretching out its little hands to the warmth of a fire, 
or imploring its mother to take it by stretching out its hands, and thev 
will understand the lines, 

"And reached out into the sunlight. 
Their pink, imploring hands." 

Ask : What is meant by 

"Crooned a low lullaby to them. 
In the nuirmuring music of love." 

Read again the first three stanzas, telling the class to see how the idea of 
the leaves being babies is carried through the whole, and to note the beauty 
of the poem. 

The fourth and fifth stanzas describe the summer time. Tliey need no 
special explanation, but they should be read to the class. 

Read aloud the last four stanzas on page 6. Ask what season is described 
in these stanzas. Call the attention of the class to the fact that Autumn 
and Nature are personified. Have the children imagine a picture of 
Autumn. 

"Stepping with sandals of silver. 
Decked with a mantle of flame." 

Why is a mantle of flame color appropriate for Autumn? The thought 
of the silvery frost on the ground, as the tracks of Autumn, will help the 
class to understand the expression, "sandals of silver." In the seventh 
stnnza what is meant by "the month of sheaves? Why is it called "the 
moony month of sheaves?" How did Autumn array "her children, the 
forest leaves." "in yellow and crimson?" 

In the last two stanzas, on i)age 6. to what are the leaves compared? 
What expressions show how much they enjoyed their ride? Read again thf^ 
last four stanzas on page 6, in order that the class may more fully enjoy 
the lines. 

Read page 7 to the class. AVhat season is referred to in these stanzas? 
Notice how the thought of the leaves being children is carried through these 
lines. AVhat is meant by Mother Nature's tears? 

.S— BUL.S (81) 



After the study by the class and the teacher together, the children should 
study the poem and practice on reading it, and finally should read it aloud. 



Lesson, Pages 90-92. 

THE FATE OP THE INDIANS. 

This is a difficult lesson which should be read aloud by the teacher, and 
studied by teacher and pupils together before ever the children attempt 
to study it alone. 

In awakening interest, the teacher should have in the schoolroom good 
pictures of Indians, such pictures as show the race at their best. 

Almost every section of our State has its Indian legends, its places made 
interesting by Indian associations, and its historical stories relative to 
Indians. It will be Avise for the teacher to make herself familiar with these 
locations and stories, and to refer to them in this lesson. The illustrations 
given in these notes have special reference to San Francisco and its vicinity. 

In taking up the lesson read aloud the first paragraph and the first 
division of the second. Explain the expressions : ' ' Not many generations 
ago" and "where j^ou now sit encircled by all that exalts and embellishes 
civilized life." Have the children picture the regions where their homes 
are now located, as wild and natural places, where "the rank thistle 
nodded in the Avind and the Avild fox dug his hole unscared. " 

' ' Beneath the same sun that rolls over our heads the Indian hunter pur- 
sued the panting deer" is literally true here. In 1769 Portola and his. 
party of Spaniards, bent on rediscovering Monterey Bay, as described by 
Viscaino, failed to recognize the bay, came northward along the coast and 
camped near the site of the Cliff House. They saM^ many Indians here. 
Tavo of the party. Ortega and another, asked permission to go deer hunting. 
They came to the hills on AA'hich San Francisco now stands and killed tAA'o 
deer. They discovered San Francisco Bay, and returned to camp, telling of 
the "wonderful inland sea." 

The last sentence of the first paragraph needs slight explanation. "The 
wigwam blaze" AA'^as a small fire inside the wigwam. Who were "the tender 
and the helpless ? ' ' Note the choice of words : ' ' The AAngAvam blaze 
heamed" \ "the council fire glared." 

The description of the AA^arfare of the Indians is specially good. Note 
the expressions, "the echoing AA-hoop," "the defying death song," "the 
tiger strife." 

When a AA^arrior was AA^ounded in battle and knew that he must die, he 
sang a "death song" of defiance to his enemy, which meant: "You have 
AA'ounded my body to the death ; my spirit you can not kill ! I defy you ! ' ' 

The last division of the second paragraph and the first of the third 
should be read and studied together. "He had not Avritten His laws for 
them on tables of stone," refers to the tables of stone on which the ten 
commandments were written when the law was given to Moses. What is 
meant by "he had traced them on the tables of their hearts?" The God 
of Revelation means the God revealed to us in the Bible. 

(82) 



The first division of the third paragraph contains many beautiful word- 
pictures which the children should be led to see and enjoy. But one 
explanation is necessary : Because many nations Avorship tlie sun it is 
called the sacred orb. Note the beauty of the language in thi.s paragraph. 

The facts set forth in the fifth paragraph are proved in any part of our 
State ; for in every locality the traces of Indian villages, long since deserted, 
may be found. On Land "s End. near the site of the Cliff House, the remains 
of an Indian rancheria may be clearlj' traced. There one can find even 
now the smoke-blackened stones, masses of broken clam and mussel shells; 
the plMce. hollowed out on the hillside, where water was obtained, the coarse 
grass that supplied material for mats and baskets, and the oak trees from 
which acorns were obtained. How truly it may be said of the Indians who 
lived here, "Their arrows are broken, their springs have dried up. their 
cabins are in the dust. ' ' 

By an earnest, expressive reading of this entire selection, The Fate of 
the Indians, which is one of the masterpieces of literature, the teacher can 
help her class to appreciate the beauty of the language, and to feel a deep 
sympathy for the doAA-n-trodden race which has never received justice at 
our hands. 

Lesson, Pages 93-99. 

Suggestions. 

After the long biographical lasson on Charles Dickens has been completed 
a speciall}^ interesting selection from his writings may be read by the class 
with good results. Tiny Tim's Christmas Dinner forms an excellent lesson. 
It is to be found, slightly adapted, in the Blodgett Third Reader (Ginn), and 
in Charming Children of Dickens' Stories (Smithsonian Co., Los Angeles). 



The foregoing lessons are given as types. With the suggestions given 
under General Methods, the teacher can readily work out her own lessons ; 
and they will prove to be better for her class, if thoughtfully prepared, than 
any lessons which she can take at second hand. 



SUPPLEMENTARY LESSONS. 

The following stories may be used .just before the holidays to enliven 
the reading lessons. They may be hectographed. typcAvritten or Avritten on 
cards as "cut up stories." 

THE FIRST THANKSGIVING DAY. 

Nearly three hundred years ago. a great many people m England were 
very unhappy because their king would not let them pray to God as they 
liked. The king said that they must use the same prayers as he did. If 
they would not do this, they were often thrown into prison, or perhaps 
driven away from home. 

"Let us go aAA^ay from this countr.y. " said the unhappy Englishmen to 
each other. So they left their homes, and went far off to a country called 

(83) 



Holland. It was about this time that they began to call themselves 
''Pilgrims." Pilgrims, you know, are people who are always traveling to 
find something they love, or to find a land where they can be happy. These 
English men and women were journeying, they said, "from place to place, 
toward heaven, their dearest country." 

In Holland the Pilgrims were quiet and happy for a while, but they 
Avere very poor. When the children began to grow up, they were not like 
English children. They talked Dutch like the little ones of Holland, and 
some were naughty and did not want to go to church any more. 

"This will never do," said the Pilgrim fathers and mothers. After 
much talking and thinking and writing they made up their minds to come 
here to America. They hired two vessels, called the Mayflower and the 
Speedwell, to take them across the sea. But the Speedwell was not a strong 
ship, and the captain had to take her home again before she had gone very 
far. 

The Mayflower went back, too. Part of the Speedwell's passengers Avere 
given to her, and she started alone across the great ocean. 

There Avere one hundred people on board — mothers and fathers, brothers 
and sisters and little children. They Avere very croAvded. It Avas cold and 
uncomfortable. The sea Avas rough, and pitched the MayfloAver about ; and 
they Avere tAvo months sailing OA^er the Avater. 

The children cried many times on the journey, and Avished that they had 
never come on the tiresome ship that rocked them so hard, and AA^ould not 
let them keep still a minute. 

But they had one pretty plaything to amuse them, for in the middle of 
the great ocean a Pilgrim baby Avas born, and they called him "Oceanus, " 
for his Inrthplace. When the children grcAv so tired that they Avere cross 
and fretful. Oceanus' mother let them come and play Avith him, and that 
alAvays brought smiles and happy faces back again. 

At last the Mayflower came in sight of land. But if the children had 
been thinking of grass and floAvers and birds, they must have been A^ery 
much disappointed, for there Avas nothing to be seen but rocks and sand 
and hard bare ground. 

Some of the Pilgrim fathers, Avith brave Captain Myles Standish at their 
head Avent. on shore to see if they could find any houses or Avhite people. 
But they only saAv some Indians, Avho ran aAvay from them, and found some 
Indian huts, and some corn buried in holes in the ground. They AA^ent to 
and fro from the sliip three times. By and by they found a pretty place 
to live. Avhere there Avere "fields and little running brooks." 

Then at last all the tired Pilgrims landed from the ship on a spot noAv 
called Plymouth Rock. The first house Avas begun on Christmas Day. But 
Avhen I tell 3"0u Iioaa^ sick they Avere, and hoAv much they suffered that first 
Avinter. you Avill be A^ery sad and sorry for them. The Aveather AA^as cold, 
the snoAv fell thick and fast, and the AAand Avas icy. The Pilgrim fathers 
had n-o one to help them cut down the trees and build their church and 
their houses. 

The Pilgrim mothers helped all they could. But they AA^ere tired Avith the 
long journey, and cold and hungry, too, for no one had the right kind of 
food to eat. nor enough of it. (84) 



So hvst one w.is tnkeii sick, and then another, till half of them were in 
bed at the .same lime. J^rave Myles Staudish and the other soldiers nursed 
tliem as well as they knew how. But before spring came half the people 
(lied and liad gone at last to "heaven, their dearest country." 

But by and by the sun shone more brightly, the snow melted, the leaves 
began to grow, and the sweet spring had come again. 

^ Some friendly Indians had visited the Pilgrims during the wintt-r, and 
Captain Myles Standish, with several of his men, had returned the visit. 

()ne of the Indians was called Squanto. He came to stay with the 
Pilgrims, and showed them liow to plant their corn and peas and wlicat 
and barley. 

When the summer came and the days were long and bright, the Pilgrim 
children were very happy, and they thought Plymouth a lovely place indeed. 
All kinds of beautiful wild flowers grew at their doors, there were hundreds 
of birds and butterflies, and the great pine woods were always cool and 
sliady when the sun was too bright. 

When it was autumn the fathers gathered the barley and wheat and corn 
that they had planted. They found that it had grown so well that they 
would have quite enough for the long winter that was comino-. >-Let us 
thank God for it all," they said. "It is He who has made the .sun shine 
and the rain fall and the corn grow." So they thanked God in their homes 
and in their little church; the fathers, and the mothers, and the little 
children thanked Him. 

"Then," said the Pilgrim mother.s, "let us have a great Thanksgiving 
party, and invite the friendly Indians, and all re.joice together." 

So they had the first Thanksgiving party, and a grand one it was ! Four 
men went out shooting one whole day, and brought back so many wild 
ducks and geese and great wild turkeys that there was enough for almost a 
week. There was deer meat also, of course, for there were plenty of fine 
deer in the forest. Then the Pilgrim mothers made the corn and wlieat 
into bread and cakes, and they had fish and clams from the sea besides. 

The friendly Indians all came with their chief iMassasoit. Every one 
came that was invited, and more. I dare say, for there were ninety of tliem 
altogether. 

They brought five deer with them, tliat they gave to the Pilgrims. They 
must have liked the party very much, for they stayed three days. 

Kind as the Indians were, you Avould have been very much frightened if 
you had seen them. The baby. Oceanus. who was a year old then, liesan 
to cry whenever they came near him. 

They were dressed in deerskins, and some of them had the furry coat of 
a wild cat hanging on their arms. Their long black hair fell loose on 
their shoulders, and was trimmed M'ith feathers or foxtails. They had tlieir 
faces painted in all kinds of strange ways, some Avith black stripes as In-oad 
as your finger all up and down them. But whatever they wore, it was tlieir 
very best, and they put it on for the Thanksgiving party. 

Each meal, before they ate anything, the Pilgrims and the Indians 
thanked God together for all His goodness. The Indians sang and danced 

(85) 



in the evenings, and every day they ran races and played all kinds of 
games with the children. 

Then, sometimes, the Pilgrims with their guns, and the Indians with their 
bows and arrows, would see who could shoot farthest and best. So they 
were glad and merry and thankful for three whole days. 

The Pilgrim mothers and fathers had been sick and sad many times since 

they landed from the Mayflower. They had worked very hard, often had 

not had enough to eat, and were mournful indeed when their friends died 

and left them. But now they tried to forget all this, and think only of 

hoAv good God had been to them. So they were happy together at the first 

Thanksgiving party. 

— ISbra A. Smith in The Story Hour. (Houghton. Mifflin d Co.) 



THANKFUL ^S THANKSGIVING. 

Part I. 

To-day Thankful may seem an odd name for a dear little girl. But long 
ago when the New England colonies were new, they named children for a 
reason. 

In the tiny log cabin where the baby girl was born, the pretty young 
mother was very, very thankful that a sweet baby had come to keep her 
company. And for that reason she named her little daughter "Thankful." 
Just before baby Thankful came, brave young John Thornton, her* father, 
sailed back to England on business for the King. He was grave enough at 
leaving his young wife in the new country. 

Every one was expected to be both brave and grave in those days. So 
John Thornton sailed away with never a tear to show how heavy his heart 
really was. 

The pretty young wife waved a smiling farewell from the rocky shore. 
If she went back to the silent log house and sat down and wept a while, 
no one ever knew of it. 

By and by little Thankful came. So fair and sweet and wise did she grow 
that even the great Governor took special notice of her. He called her a 
rare lass : and once he sent her a queer wooden doll. Dolls were not common 
then. I can tell you. 

Alone, within their log house, the mother and little Thankful lived and 
worked. Outside, on the little New England farm. Broken Bow, a friendly 
Indian, took charge, and watched over dear little Thankful. 

Once in a great while letters came from the father abroad. "The King 
would send him back soon. They must be brave and cheerful. Thankful 
must continue to love Father, who would come home some day." 

' ' Continue to love father ! ' ' Surely Thankful would continue to love the 
father that she had never seen. Little as she was. Thankful was learning 
to be a lady and a good housewife "for Father!" 

When she was, oh. so small, she worked him a sampler. And she would 
make the daintiest "rose cakes" and would put them away safel.v "till 
Father should come." 

(SG) 



When Thankful was four jears old the pretty mother died. Then word 
was sent over the seas by a messenger. Somehow the message got confused, 
and when the father heard it he asked about his little daughter. ' ' There is 
no news of a little daughter. The fever has killed many women and chil- 
dren. Had the child lived word would have been sent." said the messenger. 

So the poor father thought that nothing was left but the tiny farm and 
the empty log house. He wrote back to the village elder, "Take care of 
what is left until I come." 

After many mouths that message reached Elder Cummings, and he 
thought it a very strange message. He wondered that there was not a word 
about little Thankful. 

He put Broken Bow to till the land and care for the log house, and rosj' 
little Thankful he took into his. own home. They all meant to be kind to 
the little girl — but there were so many, and the work was never done ! 

In the new strange life little Thankful had only the wooden doll and 
the memories of her mother's teachings to keep her brave and sweet. Poor 
little maid ! 

Sometimes Broken Bow would go to her and try to comfort her with 
loving grunts and gifts of fruit and berries and such little treasures as 
would be likely to please a little maid. He would bring a bright bird's egg 
or a brightly- colored stone once in a while. Altogether, Broken Bow was 
a great comfort to the lonely little girl. He always said. "Big man-father 
get here by and by." 

Part II. 

X(»vv Wit oome to the Thanksgiving Day when Thankful was seven years 
old. Elder Cummings and his big family were going to the Governor's 
Thanksgiving feast. At the very last moment a neighbor's wife .joined 
them and asked to go, too. If she went, one of the children must be left at 
home. The wagon could not hold another person. Every one was sorry; 
but children in those days respected the rights of their elders. 

A big throb did rise in Thankful's heart; but she smiled bravely, and 
timidly ask^d if she might go to her mother's old cabin to spend the day 
with Broken Bow. 

Permission was given, and the Thanksgiving party drove away. It was 
so like dear little Thankful to make the best of things ! Soon she was 
singing like a chickadee and feeling full of joy. She went up to the loft 
where she slept, and brought down Mercy, the wooden doll. Then, gathering 
some bread and cold meat together, the little maid went, still singing, down 
the frosty hill. 

The log house was not far away, and there was Broken Bow feeding the 
chickens at the liack door. Thankful explained the day to the Indian. 
Then she added joyfully : '*Tou and Mercy and I will make a feast together ! 
We will set a place for Father, too. and make believe he is here. You will 
see. Broken Bow. how well I can cook ! ' ' 

Broken Bow almost exploded with grunts, and he began to hurry around 
making hAs; preparations for Thanksgiving. 

Mercy, the wooden doll. Avas placed in a chair at the table and talked to 

(87) 



as if she were iuiother brave little soul. Her wooden face really seemed to 
glow, and the log cabin was ringing with Thankful 's songs of praise. 

She baked a pumpkin pie — that clever Thankful. Broken Bow had 
stewed the puniplvin the day before for some pies of his' own. Broken Bow 
had roasted a fine chicken, too. 

When he and Thankful and Mercy sat down to the table — there truly 
U'cts a feast. Then Thankful folded her hands and prayed a little prayer 
of gratitude, thanking God for the food. She ended her Thanksgiving 
prayer thus: "Kind heavenly Father, send my earthly father home as 
soon as convenient." 

Just then she raised her eyes. Broken Bow was staring over her head at 
the door. Some one stood there, some one who had motioned the Indian to 
keep silence. It was a tall, grand stranger, who, with all his brave strength, 
had tears in his eyes. 

Thankful arose with a pretty dignity befitting the mistress of the house. 
"Are 5^ou in trouble, sir?" she said. 

' ' I — was ! ' ' the stranger almost whispered. ' ' I shall soon be happier. ' ' 

' ' Are you hungry, sir 1 Have you traveled far ? ' ' asked Thankful kindly. 

"Very far. little maid, and I am indeed hungry." 

"Sit down. then, good sir. You may sit in my father's place. See, I 
have made it ready. And Broken Bow and I have made this feast our- 
selves. I am quite a houscAvife now. I am getting ready for the time when 
Father will need me. ' ' 

"See, sir, that is MercA^ The Governor gave her to me Avhen I was a 
little lass. I think he kncAv hoAv lonely I was. ' ' 

She Avas prattling on merrily, quite forgetting that she should "be seen 
and not heard." It Avas her oaa'u little feast, and the grand stranger made 
it easy for her to talk. 

It seemed to set him more at ease. He took the place by Mercy — • " Father's 
place" — and Avhile he ate he questioned Thankful and nodded in a strange 
Avay at Broken Bow. 

"They have all gone to the Governor's feast." Thankful said. "Oh. yes, 
sir, they are very good to me. There are so many at the elder's house — 
that — that it is very different from the home Avith mother. But I am 
Avaiting for — Father ! Some day he Avill come. sir. and find me — ready. 
Mother ahvays said. 'Be ready.' Suppose, noAv, that Father should eome — 
do you think this feast Avould be good enough for him?" 

"Quite good enough. SAveet Thankful." And then the big man and the 
little maid smiled braA^ely at each other. 

AVhen the feast Avas over the tall stranger bade Broken Boav to ride Avith 
him to the GoA^ernor's feast. "And my horse," he added, "is tied to the 
oak tree out by the road. Thankful, IMercy and I Avill ride Black Bess 
together. ' ' 

So they rode aAvay. as merry as the golden sunlight that danced .over the 
frosty road. Thankful hugged Mercy to her tender little heart; the big 
stranger hugged Thankful to his strong heart, and Broken Boav gnmted 
on behind. 

(88) 



And so they came to the Governor's feast, where the people were ail 
eating and drinking or dancing and langhing. The Governor stood looking 
on gravely. It had been a good year and he was grateful to God. 

Straight up to the Governor rode the stranger with his pretty load, and 
Broken Bow close to Black Bess' heels. 

"Why, it is our own John Thornton !"' cried the Governor: and a sudden 
expectant stillness fell upon the people. 

''Aye. John Thornton!" nodded the stranger. "Governor. I have 
brought my little daughter to the feast ! ' ' 

Then every one understood; and last of all sweet Thankful understood." 
too; and looking up into the strong, brave face, she spoke tenderly and 
thoughtfully, "Father, God did make it convenient to send you on Thanks- 
giving Day ! ' ' 

LITTLE JEAN A CHRISTMAS STORY. 

Once upon a time, so long ago that everybody has forgotten the date, 
there was a little boy whose name was Jean. He lived with his aunt in a 
tall old house in a city whose name is so hard to pronounce that nobody 
can speak it. He was seven years old. and he could not rememl)er that he 
had ever seen his father or his mother. 

The old aunt who had the care of little Jean was very selfish and cross. 
She gave him dry bread to eat, of which there was never enough ; and not 
more than once in the year did she speak kindly to him. 

But the poor boy loved this woman, l)ecause he had no one else to love; 
and there was never a day so dark that he did not think of the sunlight. 

Everybody knew that Jean's aunt owned a house and had a stocking full 
of gold under her bed, and so she did not dare to send the little boy to the 
school for the poor, as she Avould have liked to do. But a schoolmaster on 
the next street agreed to teach him for almost nothing ; and Avhenever there 
was no work he could do he was kept at home. 

The schoolmaster had an unkind feeling for Jean, because he brought 
him so little money and was dressed so poorly. And so the boy was pun- 
ished very often, and had to bear the blame for all the wrong that was 
done in the school. 

The little fellow was often very sad ; and more than once he hid himself 
where he could not be seen and cried as though his heart would break. But 
at last Christmas came. 

The night before Christmas there was. to be singing in the church, and 
the schoolmaster M'as to l)e tliere with all his lioys; and everybody was to 
have a very happy time looking at the Christnuis candles and listening to 
the sweet music. 

The winter had set in very cold and rough, and tliore wa,^ much snow on 
the ground. So the boys came to the schoolhouse with fur caps drawn 
down over their ears, and hcmvy coats, and warm gloves, and thick hiah. 
topped boots. 

But little Jean had no warm clotlies. ITe came shiverinii' in a thin coat 
which he wore on Sundays in summer. There was nothing on his feet but 
coarse stockings verv full of holes, and a pair of heavy wooden shoes. 

(89) 



The other boys made many jokes about his sad looks and his worn-out 
clothes. But the poor child was so busy, blowing his fingers and thumping 
his toes to keep them warm that he did not hear what was said. And when 
the hour came the whole company of boys, with the schoolmaster at the 
front, started to the church. 

II. 

It was very fine in the church. Hundreds of wax candles were burning 
in their places, and the air was so warm that Jean soon forgot his aching 
fingers. The hoys sat still for a little while. Then while the singing was 
going on and the organ was making loud music they began in low voices to 
talk to one another. Each told about the fine things that were going to be 
done in his home on the morrow. 

The Mayor "s son told of a monstrous goose that he had seen in the kitchen 
before he came away. It was stuffed, and stuck all over with cloves till it 
was as spotted as a leopard. Another boy whispered of a little fir tree in 
a wooden box in his mother's parlor; its branches were full of fruits and 
nuts and candy and beautiful toys. And he said he was sure of a fine 
dinner, for the cook had pinned the two strings of her cap behind her back, 
as she always did when something wonderfully good was coming. 

Then the children talked of what Santa Claus would bring them, and of 
what he would put into their shoes, which, of course, they would leave by 
the fireplace when they went to bed. And the eyes of the little felloAvs 
danced with joy, as they thought of the bags of candy, the lead soldiers 
and the grand jumping jacks which they would draw out in the morning. 

But little Jean said nothing. He knew that his selfish old aunt would 
send him to bed without any supper, as she always did. But he felt in his 
heart that he had been all the year as good and kind as he could be. So he 
hoped that kind Santa Claus would not forget him, nor fail to see his wooden 
shoes which he would put in the ashes in the corner of the fireplace. 

III. 

At last the singing stopped, the organ was silent, and the Christmas music 
was ended. They boys arose in order and left the church, two by two, as 
they had entered it ; and the teacher walked in front. 

Now, as he passed through the door of the church, little Jean saw a child 
sitting on one of the stone steps ,and fast asleep in the midst of the snow. 
The child was thinly clad, and his feet, cold as it was, were bare. 

In the pale light of the moon, the face of the child, with its closed eyes, 
was full of sweetness which is not of this earth, and his long locks of yello-w 
hair seemed like a golden crown upon his head. But his poor bare feet, blue 
in the cold of that winter night, were sad to look upon. 

The scholars, so warmly clad, passed before the strange child, and did not 
so much as glance that way. But little Jean, who was the last to come out 
of the church, stopped, full of pity, before him. 

"Ah. the poor child!" he said to himself. "How sad it is that he must 
go barefoot in such M^eather as this! And what is still worse, he has not a 

(90) 



stocking, not even a wooden shoe, to lay before him while he sleeps so that 
kind Santii ('laiis CcUi put something in it to make him elad when he 
awakens. 

Little J van did not stand long to think about it: but in the goodness of 
his heart, he took otf the wooden shoe from his right foot and laid it by 
the side of the sleepi]]g child. Then, limping along through the snow, and 
shivering \\'ith cold, he went down the street till he came to his cheerless 
home. 

' ' You worthless fellow ! ' ' cried his aunt. Where have you lieen ? What 
have you done with your other shoe ? ' ' 

Little Jean trembled now Math fear as well as with cold; but he had no 
thought of deceiving his angry aunt. He told her how he had given the 
shoe to a child that was poorer than himself. The woman laughed an ugly, 
wicked laugh. 

"And so.'' she said, "our fine young gentleman takes oft' his shoes for 
beggars I He gives his wooden shoes to a barefoot ! Well, we shall see. 
You ma\' put the shoe that is left in tlie chimney, and. mind what I say ! 
If anything is left in it, it will be a switch to whip you with in the morning. 
To-morrow, for your Christmas dinner, you shall have nothing but a hard 
crust of l)read to eat and cold water to drink. I will show you how to give 
awa>- your shoes to the first beggar that comes along!" 

The wii'ked woman struck the boy upon the cheek with her hand, and 
then made him climb up to his bed in the loft. Sobbing with grief and 
pain, little Jean lay on his hard, cold bed. and did not go to sleep till the 
moon had gone down and the Christmas bells had rung in the glad day of 
peace and good will. 

IV. 

In the morning when the old woman arose grumliling and went down- 
stairs, a wonderful sight met her eyes. The great chinniey was full of 
beautiful toys and bags of candy and all kinds of pretty things. Right in 
the midst of these was the Avooden shoe wliieh Jean had given to the child, 
and near it was the mate in which the wicked aunt had meant to put a 
strong switch. 

The woman was so amazed that she cried out and stood still as if in a 
fright. Little Jean heard the cry and ran downstairs as quickly as he 
could to see what was the matter. He. too. stopped short when he saw all 
the beautiful tilings that were in the chimney. But as he stood and looked, 
he heard people laughing in the street. What did it all mean? 

By the side of the town pump many of the neighbors were standing. 
Each was tellino- what had happened at his home that morning. The boys 
who liad rich parents and had been looking for beautiful gifts, had found 
only Icini: switches in their shoes. 

But, in the mean while. Jean and his aunt stood still and looked at the 
wonderful 2-ifts around the two wooden shoes. AYho had placed them there? 
And where now was the kind, sood giver? 

Then, as they still wondered, they heard the voice of some one reading 
in the little chapel over the way: "Inasmuch as ye have done it unto one 

(01) 



of the least of these — " And then, in some strange way, they understood 
how it had all come about ; and even the heart of, the wicked aunt was 
softened. And their eyes were filled with tears, and their faces with smiles 
as they knelt down together and thanked the good God for what he had done 
to reward the kindness and love of a little child. 

— Adapted from the French of Francois Co2)pee in Baldwin Readers. Fourth Year. 



INDIVIDUAL READING. 

A taste for good reading, strong enough to be impelling, is a safegucird, 
a constant means of self -improvement, of uplift and inspiration. The boy 
or girl, the man or Avoman w^ho reads much good literature has not room 
in life or nature for baseness and evil doing. 

If, during the first ten or twelve years of his life, a child is made familiar 
with the best in literature that is adapted to his growing capaliility and 
widening range of thought there is little danger that he will ever read low. 
debasing books. 

How shall a taste for good reading be developed ? The beginning should 
be made in the home, in the kindergarten and in the first year class at 
school by giving the little ones picture books. Let the pictures be simple, in 
outline or color, but really good ; not cheap chromos, nor daubs of color, 
not grotesciue pictures accompanied by foolish doggerel, but pictures of the 
type drawn hj Helena Maguire and by Jessie Wilcox Smith. 

Early, very early in the children's lives will come the demand, oft 
repeated, for a story. Then tell the classic stories that have been dear +o 
childhood for generations. Tell the stories, but let the books be in evidence ; 
and let the children see the pictures and turn the pages lovingly. AA^hen 
the time comes for it tell stories of brave men and women, read ballad 
poetry, recount tales of chivalry, always with the books at hand. Soon the 
children will regard books as treasuries wherein they can find the stories 
and poems that they love. 

AVhen the children begin to read for themselves, they should be given 
books that are worth reading — the best books, and in abundance. If parents, 
teachers and librarians propose to meet their responsibilities as educators, 
they must see to it that the school libraries and the juvenile libraries of 
cities, towns and villages are abundantly supplied with the best books for 
children. The older people might be stinted if it were necessary, but 
never the children. 

The schools should give opportunity for more than the formal reading 
from the text books. After the first two years of school work, during 
which the mechanics of reading are taught, considerable time should be 
devoted to silent or thought reading. 

The teacher should take some time during each week, preferably Friday 
afternoon, for the discussion of books suitable for the class to read. She 
should first read a few pages to shoAv the nature of the book, then sketch 
some of the striking first events of the story, leaving the children interested 
and curious as to the outcome. If possible duplicate copies of the book 
should be on hand to satisfy the immediate demand for it. Then a list may 

(92) 



be arranged showing the order of application for the 1)ook. Tlie fact tli:it 
a book is. in demand stimulates the desire to read it. 

It is possible to qviietl\- interest an individual pupil in ;' certain book 
that it is desiral)le foi- llic class to read. There is geiKM-ally a leader, to 
whose judgment the eliildren defer in eli()f)sing books to read. Get him 
interested in the new book, without the teaclier's guidanee ])eing manifest: 
then, when he has I'ead and enjoyed it. an inipronipt ii I'eport may l)e made 
upon it. This one pupil's ;i|)i»reciation o1' the book will go far toward 
making it popular. 

In the regular course in formal reading many opportunities will occur 
for the teacher to suggest the reading of books along the same line of 
thought as that of the lesson or books liy the same author. This must he 
done by means of tactful suggestion. There must be nothing arbitrary 
about it. or the end will be thwarted. The purpose is always leading the 
child to read for enjoNinent. to the end that he will learn to love good 
books and to read with pleasure. 

^lan>- of the lessons in the third and fourth readers are taken from 
interesting ])Ooks which the ])upils can read. It is wise to have, in the school- 
room, the volume from whieh the selection is taken and to allow a pupil 
who needs an incentive to study to compare the lesson with the same passage 
in the book. In the recitation one pupil may be allowed to read from the 
original book, while others use the reader. Then, in various ways, interest 
may he aroused in the remainder of the story so that the children will want 
to read the entire book. 

The State Third Reader suggests, in this manner, on 
Page 32— Grimm's Fairy Tales. Vols. I-II. 
Page 67— Baldwin, James — Fifty Famous Stories. 
Paop 74 — Shaw.- Edward — Big People and Little People of ]\Iany Lands. 

Chance, L. ]\I. — Little Folks of ^Many Lands. 

Campbell, H — INletzu. 
Page 85 — Eddy. S. J. — Friends and Helpers. 

Pyle, K.^ — Stories of Humble Friends. 
Page 97— Aleott. L. M.— Luln's Library. Vol. II. 
Page 119— Stone, G. L.. and Fickert, M. G.— Every Day Life in the Colonies. 

Pratt M. L. — America's Story for America's Children. Vol. I. 

Page 209 — Baldwin. James — American Book of Golden Deeds. 

The State Fourth Reader suggests on 

Page 8 > „ . T TT T I 

'" -.^^ > — Ewmg. J. TT. — Jackanapes. 
Page 300 ^ 

Page 30 — Hawthorne. Nathaniel — Daffydown Dilly and Other Stories. 

Tanglewood Tales. 

A Wonder Book. 
Pane 43 — Page. Thonms Nelson — Two Little Confederates. 

Among the Camps. 

Page 52 | _rp.^^.j,^,. p^vard- Bovs of Other Countries. 
Page 169 S' ' ' ' 

Page 195 — Sewall, Anna — Black Beauty. 
Page 356 — Hughes. Thomas — Tom Brown's S(diool Days. 

(!;»3» 



SILENT, OR THOUGHT READING. 

The main purpose of oral reading is to train for silent reading, which is 
the reading of life. 

Too little attention is paid to silent reading in our schools. After the 
first two years, during which the mechanics of reading should be taught, 
at least half the time given to reading should be devoted to teaching the 
pupils to read silently. The exercise must at first be supervised and its 
results tested, to make sure that the children glean thought speedily and 
accurately. Bad habits are quite as apt to be contracted in silent reading 
as in any other school exercise, and are more pernicious here than elsewhere 
because of their bearing upon all the future education of the individual. 

In schools in which the library is adequate — and it' ought to be every- 
where — fifteen to twenty minutes a day may be devoted to silent reading 
in the Second Grade; and twenty minutes to half an hour may be given 
in grades above the Second. 

The reading may be given as busy-work, after lessons are learned. The 
only difficulty then will be for the teacher to find time to effectually siiper- 
vise the work and test results. The supervision and testing are very 
important in the primary grades, where the foundations are being laid. 

METHODS IN SILENT READING. 

The folloAving methods have been successfully employed in silent or 
thought reading : 

The books chosen are easy for the grade; so far as it is possible, they are 
attractively bound, well printed and beautifully illustrated; above all. they 
must be interesting, each to the pupil who is to read it. 

Each pupil is supplied with a spelling blank or small thin blank book, 
made M'ith not more than four leaves and no cover, Avhich serves as a book- 
mark. In this word-book he writes all the words which he can not pronounce 
for himself, and gets the teacher's help in mastering them. 

When the reading books are passed by monitors, every child, after writing 
his hard words and receiving help upon them, reads as fast and as far as 
he will. 

The teacher, or an older pupil who acts ^s monitor, helps each child to 
master his difficult words, hears him read a paragraph or two, and carefully 
tests his thought-getting by means of questions or by having him reproduce 
a portion of what he has read, particularly the part that he likes best. 

Every pupil should be tested in these three Avays — on word mastery, on 
oral reading, but chiefly on thought-getting, at least every other day. 

When the reading period is over each pupil places his word-book as a 
book-mark, and the books are taken up by monitors. 

The next day the child goes over the words in his word-book to make 

(94) 



sure ;that he remembers them, Mclds new words if necessary, tlien proceeds 
Avith his reading. 

When a pupil completes a book, he is tested thoroughly on the ditKcult 
words, on his ability to read paragraphs anywhere that the teacher may 
choose, but especially upon the thought-content of the book. These tests 
should not be made discouraging to the child, but they should tend to make 
him a careful, thoughtful reader. If he passes the test satisfactorily, he 
has a new book, his preference guiding the teacher's choice. 

Third and Fourth Grade pupils, or even Second Grade pupils, who are 
able to write with ease, enjoy keeping a record of booli* read. Small blank 
books appropriately labeled are used for the purpose. A page is given to 
each l)ook. The name of the author, the title, a brief account of the con- 
tents of the book, why it is liked, and the names of stories that are specially 
interesting are recorded. The children are given much latitude in making 
these records, the only criticisms being upon spelling and upon language 
forms on which the class have been thoroughly drilled and these suggestions 
are tactfully given. The pupils, therefore, write with freedom and zest. 

Third and Fourth Grade pupils who are given twenty minutes a day for 
silent reading, read from twelve to thirty or more books during a school 
year, with the utmost enjoyment and with great profit. 

HOME READING. 

The silent, or thought reading of the schools leads directly to home read- 
ing and the use of the public library. After two or three years of training 
in the Third. Fourth and Fifth Grades, the pupil has reached the "library 
age" of ten or twelve years. Equipped with membership card and guidijie 
list of books that he wants to read, he may safely be turned loose in the 
good juvenile library. Even then the teacher or parent should gently guide 
his reading by questions and apt suggestions. 

READING CURRENT LITERATURE. 

In our modern life we have a superabundance of periodical reading 
matter. The magazine and the clean newspaper have their place in supply- 
ing contemporaneous history, accounts of discoveries and inventions and 
fresh literature ; but there is danger that periodicals will absorb too much 
time and attention, preventing the reading books of permanent value, and 
the collection of libraries. 

children's OWNING BOOKS. 

t 

Every child should have his own little library. Let him not only he 
encouraged to read good books, but to own and care for them, till his books 
become as tried and well-beloved friends. The beginning may be small. 
One book may be treasured for a long time before it is possible to add others. 
But if the beginning is made with the encouragement of parents and 
teachers, other books will be added. If. for birthday and holiday presents, 
books adapted to the child's interests and capabilities, be given him. he 
will soon learn to read and prize them. He can easily be encouraiied to sav*^ 

(95) 



his small earnings, not always for toys and candy, but often to add a 
treasure to his own or to another's library. 

THE CHOICE OF BOOKS. 

The selection of proper reading material is most important. A child 
can not he trusted to select books for himself. He is far better able to select 
what he should eat or what he should wear than he is to choose his reading 
matter. 

Parents and teachers should cooperate to place before the child, during 
the inipressional3le years of early school life, the very best books for him that 
the world contains. 

It is not the number of books read that counts for most, but the quality. 
The great men whose earh^ life history we know, have grown by reading 
and re-reading a few living books, which became vital forces in the lives of 
the readers. Our boys and girls can well afford to read more than once 
the books that are worth while, rather than to spend time on those that are 
doubtful. "'Of the making of books there is no end." We have to-day too 
many books of mediocre quality, books that are neither good nor bad; but 
wliich have found tlieir way into many libraries and homes. They are 
like other nonentities, not so very bad in themselves, but they are vicious 
in their influence because they crowd out that which is strong and vital and 
permanent. In reading them false tastes and ideals are formed and the 
children lose the opportunity of knowing thoroughly the world's best books. 

In the selection of Iwoks for children's reading, these tests are to be 
considered : 

It Books must be interesting to the child who is to read them. Thar 
implies, of course, that they must be within his comprehension. 

2. They must be written in correct English, with little or no slan?2. 
ju-ovincialism. or dialect. 

3. They must he worth reading. If they are books of information, books 
of science or descriptive geography, they must be correct and up to date 
If they are liooks of fancy, their stories must be pure in tone, not degrading. 
If they are books dealing directly with humanity, they must depict those 
conditions which are fairly typical of wholesome real life, and must present 
ideals to which the reader may rightly aspire. 

THE SCHOOLS AND THE LIBRARIES. 

The hearty cooperation of the lil^rarians of the public libraries with the 
teachers of the public schools is noteworthy. In several larges cities of our 
State books in sets of twenty-five or fifty are sent upon request to the 
schools, to be used for school or home reading for two weeks or a month, 
and are then returned to the library. The teacher is allowed to select the 
books which she desires. 

In most of the large cities juvenile libraries are established in attractive 
rooms apart from the general library and are in charge of a competent 
librarian. In these juvenile libraries the cooperation of the librarian and 
the teachers has proved very helpful on both sides. 

(96) 



THE STORY HOUR. 

Story telling' is now largely used in the best juvenile lil)raries, as well as 
in the schools, as a means of attracting the children and intei'esting them in 
the best reading. Interesting stories are narrated hy a good story teller. 
The Story Hour occurs once a week and lasts from half an hour to an honr. 
The stories for several weeks w months group around one subject ; as, the 
Norse Myths, Aiiimal Stories, Stories from Shakespeare. 

The results of the Story Hour work as reported are: Evident eagerness 
of the children to attend the Story Hour, and manifest interest in listening 
to the stories: increasing demand for hooks containing the stories told; 
much larger circulation of juvenile liooks. 



(> BUL. S '•'"' 



BOOK LIST. 

This list has been made with the help of Miss Stella Huntington, formerly 
of the San Francisco State Normal School, now of the State Library. Sacra- 
mento. The list is liy no means complete. There are many good books 
which we have been unable to test ; but we give the names of those whie]i 
we have tried and found worthy. 

First Year. 

Author. Title. ' Publisher. Price. 

Arnold, S. L Arnold primer Silver $0.30 

Good. Colored pictures fine. Binding fails. 

Arnold, S. L.. and 

Gilbert. C. B Stepping stones to literature : a first reader. Silver 30 

Practical. Good reviews. Poems hard. 

Baker. F. T.. 

and others First year lansna^e reader Macmillan 25 

Baker. T. O Action primer Am. Bk. Co 25 

Interesting lesson, but almost every lesson 
in Part I contains from four to six new 
words, many not used afterward. 

Ball. L. A Natural reading primer Ginn 25 

Good lessons with phonic system. Manual 
accompanying primer. Illustrations fair. 

Banta. N. M.. and 

Benson. A. B The brownie primer Flanagan ...... .35 

Good. Bright colored pictures of brownies ; 
attractive lessons with repetition of new 
words : large vocabulary. 

Bass, Florence Lessons for beginners in reading Heath 25 

First lessons monotonous. Good colored 
illustrations. 

Bates, Lois Fairy tale of a fox Longmans 15 

Easy continuous story for high first grade. 

Black, B. N Black's graded readers : primer Stradling 20 

Suggestive to teachers. 

Blaisdell, E. A.. 

and M. F Child life : primer Macmillan 25 

Good. Attractive, well graded lesson ; good 
illustrations in color. 

Blaisdell. E. A.. 

and M. F Child life : first reader Macmillan 25 

Interesting lessons, well graded ; attractive 
colored pictures. 

Blodgett. F. E.. 

and A. B Primer Ginn 30 

Very good. Attractive pictures ; good les- 
sons ; reviews : but too many new words to 
a page in first lessons. 

Blodgett, F. E., 

and A. B Blodgett readers : a first reader Ginn 30 

Kxcellent. 

Brooks, S. D Brook's readers : first vear Am. Bk. Co 25 

Good. 

Brown, C. L.. and 

Bailey, C. S The .iingle primer Am. Bk. Co 30 

Lessons from familial' nursery rhymes ; 
large vocabulary. 

Calmertou, Gail, and 

Wheeler, W. H. . . .Wheeler's graded readers : a primer Wheeler 30 

Pictures from masterpieces ; good text. 

Calmerton, Gail, and Wheeler's graded readers : a first reader. . . .Wheeler 30 

Wheeler, W. H.... Readin.g lessons good; pictures from mas- 
terpieces. 

(98) 



First Year — Continued. 

Author. Title. Publisher. Price. 

Christy. S. R Pathways iu nature and literature : part oue.Univ. Pub. Co.. ..$0.30 

Good. Contains some new stories. 

Christy, S. R Pathways in nature and literature: a first 

, reader Tniv. Pub. Co. . . .25 

Attractive ; lessons based largely on nature. 
Many new words in first lessons. 

Cyr. E. M Children's primer. (California State series) Ginn 24 

Lessons largely along the line of children's 
interests. Illustrations only fair. Too many 
new words to a lesson after page 4. 

Cyr. E. M ("liildreu's first reader. (California State 

series) Ginn 28 

Lessons generally interesting. Vocabulary 
increases rapidly. Illustrations fair. 

Cyr, E. M Dramatic first reader Ginn 00 

E.xcellent. Simple stories dramatized. Will 
be welcomed by teachers. 

Ferris, Our first school book Silver 30 

Alphabet method. Phonic lessor ; with 
diacritical marking. Lessons specia'iy good 
in last half of book. 

Gordon, E. K Comprehensive method of teacliiuii- reading. 

Two Vols ' .Heath each .35 

Good phonic method. 

Grover, E. O Folk-lore readers : primer Atkinson .30 

Good. Based on Mother Goose stories. 
Grover, E. O Folk-lore readers : liook one Atkinson 30 

Good. Based on nursery rhymes and fables. 

Grover, E. O Outdoor primer ' Rand '^5 

Attractive pictures of outdoor life. Good "' 

text. 

Grover, E. O Overall boys Rand 45 

Attr.T-tive pictures and lessons about a 
group of boys, their outdoor life, how they 
celebrated Christmas, and their adventures 
ill ti.e city. Vocabulary rather large and 
ratli r hard. 

Grover, E. O Sunbounet babies' book Rand 75 

Same text and pictures as Sunbonnet 
)ial)ies" primer. 

Grover, E. O Sunbonnet babies' jirimer Rand 40 

Abundant colored pictures of the quaint 
sunbonnet b.abies make the book very attrac- 
tive. Good lessons ; large vocabulary. 

Ilailman, W. N Laurel readers : a primer Heath 25 

Good phonic lessons, though fragmentary. 
Some good stories and pictures. 

Heath readers : primer Heath '>o 

Good. 

Heath readers : first reader Heath 25 

Good lessons ; vocabulary large and hard. 

Holton, M. A Holton primer Rand 25 

Good lessons and pictures ; large clear 
print. 

Jones, L. H Jones first reader Ginn 30 

Jones, L. H Jones readers by grades ; book one Ginn 30 

These two books are almost identical ; both 
fairly good. 

Lane, Mrs. C, A Stories for children, first reader .urade Am. Bk. Co 30 

Good, but lessons increase in difficulty too 
rapidly for average children. 

Lane, M. A. L Oriole stories Ginn 28 

Lessons based largely on nature study. 

McCcllough, A. W... Little stories for little people Am. Bk. Co 25 

Good supplementary reading for high first 
grade. 

Murray, Clara Playtime Little -50 

Attractive lessons full of play spirit. Vo- 
cabulary large. 

Murray. Clara Wide awake primer Lothrop 30 

Excellent. A book which children greatly 
enjoy, both as to lessons and pictures. 

(99) 



First Year — Continued. 

Authoi:. Title. Publisher. Price. 

Murray. Clara Wide awake first reader Little $0.30 

Excellent both as to text and illustrations. 

Noyes, M. I., and . ^. .„ 

Guild. K. L Suushiue primer (jinu 4U 

Very attractive as to lessons, pictures and 
suggested methods. 

Peabodv. S. C Step by step Ginn 35 

A good first book. Brief phonic lessons 
with diacritical markings. 

Powers. E. M.. and 

Balliet. T. M Morse readers : first book bilver -io 

Good. 

Praeser. S. R How they went to school Stokes 1.00 

Picture book, little readings ; the children 
are very fond of it. 

Predue, H. A., and „ , „. 

La Victolre, F. E. .Liahts to literature : book one Rand dU 

Atti-active illustrations ; good text. 

Regal. E. G Lessons for little readers Heath 30 

Good lessons : large vocabularj^ ; not enough 
review. Lessons touch upon drawing, nature 
study and number. 

Sloan. K. E Primary readers, containing a complete 

course in phonics : first book Macmillan 25 

Lessons contain applied phonics ; but pho- 
netic words are not dragged in. 

Smythe. E. L Reynard the fox Am. Bk. Co 30 

One of the most popular books known. 
Eagerly read by children of grades 1-4. 

Stewart. S. T., and . t>, ^ or 

Coe. Ida First days in school Am. Bk. Co 25 

An excellent first book. Lessons very good, 
pictures attractive. 

Summers. Maud . . . .Thought reader : book one Ginn 30 

Action lessons predominate. Vocabulary 
increases rapidly. 

Thompson, J. G.,' 

and T. E. . . . 1 or childhood days Silver ^b 

Turpin. E. H. L The rose primer Am. Bk. Co 30 

Good. Simple lessons ; reviews. 

Varuev. M. T The robin reader Scribuer 35 

Large vocabulary, short sentences. Illus- 
trations only fair. 

Ward. M; A Additional primer Silver 36 

Good. By the use of pictures a limited 
vocabulary yields interesting lessons. 'Ward 
rational phonic system. 
Wood. M. H Children's first story book Am. Bk. Co 25 

Second Year. 

Author. Title. Publisher. Price. 

2Esop Fables : ed. by M. L. Pratt. 2 vols Ed. Pub. Co .$0.40 

Classics for children. 

Appleton. H. C The bad Mrs. Ginger Stokes 00 

Readable story of a cat. 

Arnold. S. L.. and 

Gilbert. C. B Stepping stones to literature : second reader. Silver 4U 

Good lessons with seat work. Poems hard 
for the grade. 

Baldwin. .James The fairy reader xVm. Bk. Co 3.5 

Good. Favorite fairy stories for children 
well told. 

Baldwin. James ..... Second fairy reader Am. Bk. Co 00 

Folk stories from Austria, Bohemia, Scot- 
land, Norway, and Spain delightfully told. 

Bass, Florence Nature stories for young readers Heath 3.") 

Good descriptions, only fairly interesting to 
children. 

Bates. Lois Fairy tale of a fox .Longmans !•"> 

Easy continuous tale. 

(100) 



Second Year — Continued. 

Author. Title. Publisher. Price. 

Bisham. M. A Slorics of a Mother Guosf village Ranrl $0.45 

Quaint illustrations ; readable stories. 

Blaisdell, E. A., 

and M. F. . . ; Boy Blue and his friends Little (^0 

Very attractive. Stories in prose based 
on nursery rhymes. Children load it with 
interest. 

Blaisdell. E. A.. 

and M. F Child-life in tale and fable : second reader. .Macmillan 35 

One of the best second readers. Classic 
stories that children like best well told. 
Good illustrations. 

Blodsett. F. E., 

and A. B The Blodgett readers : a second reader Ginn 35 

Excellent. Bright, interesting lessons well 
told and graded. Good pictures. 

Brooks, S. D Brooks readers, second year Am. Bk. Co 35 

Very good. Contains several new stories. 

Bryce, C. T Robert Louis Stevenson reader Scribner 40 

Simple prose lessons. . each leading up to 
the verse that follows fi-om "Child's Garden 
of Verses." Illustrations good. This book is 
greatly appreciated by the children. 

Calmertou, Gail, and 

Wheeler. W. H. . . .Wheeler's graded readers : second reader. . . .Wheeler 40 

Good. Pictures from the masterpieces. 

Carroll. S. W.. and 

.Jerome. H. L Around the world : book one Morse 40 

Very easy and interesting geographical 
reader. 

Chance, L. M Little folks of many lands Giuu 45 

An attractive book. Contents ;ind pictures 
good. 

Chandler. Katherine. .The bird-woman . Silver 36 

Interesting continuous stoi-y of the Lewis 
and Clark expedition. Children object to the 
short sentences. 

Craik, G. M Bow-wow and Mew-mew Heath 20 

Easy story of a dog and a cat. 

Cyr. E. M Children's second reader. (California State 

series) Ginn -36 

Text fairly good ; some didactic lessons 

which have to be made interesting. Poems 

hard for the grade. 

Davis, A. C Nature stories for youngest readers Ed. Pidj. Co 30 

Good descriptions of animals. Sentences 
very short. 

Foulke, E. E Twilight stories Silver 36 

Easy stories. 

Fox, F. C Indian primer Am. Bk. Co 25 

A good book about Indians. Eagerly read 
by second grade children and by many of 
higher grades. 

Haaren. J. H Rhymes and fables. (Goldenrod series) . . . .Univ. Pub. Co.. . .15 

Good for leading table rather than class 
use. Contains some stories not readil%' found 
elsewhere. 
Hall, M. F., and 

Gilman, M. L -Storv land. (Hawthorne readers) Globe Sch. Bk. . . .36 

Good. 

— Heath second reader Heath 85 

Jones. L. H Jones readers by grades : book two Ginn -35 

Jones. L. H Jones second reader Ginn 35 

Books almost identical. Children read with 
interest. 

Judd. M. C Palmer Cox brownie jn-imer Century 32 

"S'ocabulary large. Supplementary reading 
for second grade. 
Judsou, H. P.. and 

Bender. I. C Graded literature readers : second book Maynard 40 

and others Story reader • .• Am. Bk. Co 30 

Good. 

(101) 



Second Year — Continued. 

Author. Title. Publisher. Price. 

Mott. S. M.. and 

DuttOD. M. B Fisliiiis and hunting- Am. Bk. Co $0.30 

Excellent. Eas>' and interesting accounts 
of life among primitive people. 

Norris. E The story of Hiawatha Ed. Pub. Co 40 

Easy stor>-. Illustrations poor. 
Nortou. C. E.. and 

Stephens. Kate . . .Heart of oak books : first book Heath 25 

Good for reading table rather than for 
class use. 

O'Shea. M. Y . Six nurse'ry classics Heath 20. 

Powers. E. IM.. aud 

Palliet. T. M Silver Burdett readers : second book Silver 36 

Good. 

Simms. M. H Child literature for first and second grades. .Am. Bk. Co 30 

Good stories based on nursery ihymes, 
fables and folk-stories. Well g-raded. 

Sloau. K. E Primary readers, containing a complete 

course in phonics : second book Macmillau 30 

Smith. .J. R Four true stories of life and adventure Harrison 36 

One of the very best books for second 
grades. 

Smith. .J. R Story of Washiu.gton Harrison 25 

Very good. Illustrations from children's 
' drawings. 

Smythe. E. L Old time stories retold Am. Bk.. Co 30 

Read to pieces by the children. Stories, 
pictures and print are excellent. 

Stafford. A. O. Animal fables Am. Bk. Co 30 

Good. African folk stories. 

Stickney. .J. H Pets and companions Ginn 30 

Good animal stories. 
Thompson. .J. G.. 

and T. E Fairy tale and fable Silver 40 

Turner, E. A Easy stories Giuu 30 

Readable little stories, most of theni with- 
out much point. 

Turner. E, A Short stories Giun 25 

Similar to "Easj' stories." 

Welsh. L. D Outdoors Ed. Pub. Co 30 

Good descriptions of animals. Sentences 
too short for the grade. 

Wiltse. S. E Folk-lore stories and proverbs Ginn 30 

Good collection of folk stories. 

Third Year. 

Author. Title. Publisher. Price. 

Abbott. .Jacob .A boy on a farm Am. Bk. Co $0.45 

A good wholesome account of boy life on 
a farm ; appreciated by the few. 

Abraham Lincoln. (Paper) Ed. Pub. Co 05 

Good short account of Lincoln's life, told 
in simple language. 

Alcott. L. M. . Lulu's library. 3 vols Little each 1.00 

Good short stories ; much read by girls. 
Arnold. S. L., and 

(jilbert. C. B Stepping-stones to literattire : third reader. . Silver 50 

Bailey. C. S.. and 

Lewis, C. M For the children's hour Bradley 1.50 

An excellent collection of short stories and 
poems. 

Bailey. C. S Twilight stories 00 

Folk stories from the English. German, and 
Norwegian. Good. 
Baker. F. T.. 

and others Language readers, third year Macmillau 40 

Bakewell. M. E True fairy stories Am. Bk. Co 35 

Good stories, but not widely read. 

Bayliss. Clara Kern. .Two little Algoukin lads Ed. Pub. Co 50 

Account of child life among tlie Algonkins, 
with mauA' Indian myths and legends. Illus- 
trated. 

(102) 



Third Year— Continued. 

Author. Title. Publisher. Price. 

Beekwith. M. H In niythland. 2 vols Ed. Pub. Co $0.35 

Blaisdell. E. A.. 

and M. F Child life iu mauy lands : third reader Macmillau 3(5 

Interesting- descriptions of child life, with 
folk stories of the country treated. Hard for 
the third year. 
Blodgett. F. E.. 

and A. B Blodsett readers : a third reader Ginn 45 

Third book of an excellent series. Fresh, 
interesting material ; lessons that instruct and 
uplift. 

Brooks. r>orothy .... Stories of the red children Ed. Pub. Co 40 

Indian folk stories. 

Brooks. S. D Brooks's readers, third year Am. Bk. Co 40 

Brown. H. D Little Miss Phoebe Gay Houghton 1.00 

A continuous story with a moral tone. 
Appeals to children. 

Burnhani, Maud ....Descriptive stories for all the year round... M. Bradley 50 

A charming little book, telling of children'. s 
experiences in the countr>". 

Burt. M. E.. ed Poems that every child should know Doiibleday 1.00 

One of the best collection of poems for 
cldldi-en. Should have place in every library. 
Carriuajtoti. Edith. 

and Bell. E The animals on a strike Macmillan 3.;) 

Carringtou. Edith, 

and Bell. E Dick and his cat Macmillan So 

Carringtou. Edith, 

and Bell. E. . Kover and his friends Macmillan 3o 

These three books are good stories of a 
rather slow English type. 

Carroll. Lewis, pseud. Alice's adventures in wonderland Ed. Pub. Co 50 

An imaginative story which has become a 
classic for children. 

Carroll. Lewis, pseud. Through the looking-glass. . Ed. Pub. Co 50 

Similar to Alice's adventui-es in wonder- 
land. 
Carroll. S. W.. and 

Jerome. H. L Around the world : book two Morse 50 

Gives good geographical information, but 
material is poorly organized. 

Chance. L. M Little folks of mauy lands Ginu 45 

Attractive geographical stories ; good pic- 
tures. 

Chandler. Katheriue. .In the reigu of the Coyote Ginn 40 

Folk stories of the California Indians 
cleverly told. 

Chase. Auuie Boyhood of famous Americans Ed. Pub. Co 40 

An inspiring- Ijook for the boys of this 
grade. 
Clvde, A. M.. and 

Wallace. Lillian . .Through the year. 2 vols Silver 3b 

Nature stories and poems adapted to the 
.seasons. 

Columbus. ( Paper ) Ed. Pub. Co 05 

Coolidge. H. L In storyland Harrison -50 

Craik. D. M Adventures of a brownie Ed. Pub. Co 40 

A classic for children. 

Cyr. E. M .Children's third reader. (California Stare 

series ) Ginn 50 

Material generally good Less might well 
be given about authors and more from their 
works. Several poems are difficult for even 
fourth grade pupils. 

Davis A C Stories of the United States for youngest 

readers Ed. Pub. Co 40 

Good. 

Dawes. Mrs. S. E Liberty Bell. (Paper I E<1. Pith. Co 05 

Dawes. Mrs. S. E Story of Pocahontas. (Paper) Ed. Pub. Co OS 

Dawes, Mrs. S. E. . . .Story of the Norsemen. (Paper I Ed. Pub. Co 05 

Defoe. Daniel Story of Robinson Crusoe Ed. Pub. Co 30 

Well told in simple words. 

;103) 



Third Year— Continued. 

Aiithor. Title. Publisher. Price. 

Defoe. Daniel Story of Robinson ' Crusoe. Arr. by James 

Baldwin $0.40 

This is by all means the best edition of 
Robinson Crusoe. 
Deniing-, E. W., 

and T. O Children of the wild Stokes 1.25 

Little Indian folk Stokes 1.25 

Red folk and wild folk Stokes 1.25 

Three books of stories about Indians ; col- 
ored illustrations. 

Dopp, K. B The tree-dwellers Rand 45 

Dutton, M. B In field and pasture Am. Bk. Co 35 

Excellent. Follows "Fishing and Hunt- 
ing," treating of people of still greater 
advancement. 

Field, Eugene Love songs of childhood Scribner 1.00 

Field. Eugene With trumpet and drum Scribner 1.00 

Need no comment. 

Foulke, E. E Braided straws Silver .40 

Short stories and poems. The stories of 
pioneer life are particularly good. 

Frazier, Mrs. C. F. . . .Master sunshine Crowell • .50 

Readable story of a little boy. 
Grimm, J. L.. 

and W. V Grimm's fairy tales. Ed. by S. E. Wiltse. 

2 vols Ginn ...... each .35 

Good translation of these popular fairy 
stories. 

Haaren, J. H Fairy life. (Goldenrod series) Univ. Pub. Co... .20 

Haaren, J. H Songs and stories. (Goldenrod series) Univ. Pub. Co.. . .15 

B[eath third reader Heath 40 

Holbrook, Florence . .Book of nature myths Houghton 65 

Easy and interesting. 

Hoyt, R Legends of the springtime Ed. Pub. Co 40 

Nature myths. 

James, G. W Scraggles, story of Little 1.00 

An interesting story of a wild bird that 
has been domesticated. 

Johonnot, James .... Book of cats and dogs Am. Bk. Co 17 

Johonnot, James . . . .Friends in feathers and fur Am. Bk. Co 30 

Johonnot, James .... Grandfather's stories Am. Bk. Co 27 

l^istory stories. 

Jones, L. H. . . Jones third i-eader Ginn 50 

Keeler, Charles Elfin songs of sunland Berkeley Sign of 

Simple poems that appeal to the children, the Live Oak. 1.00 

Klingensmith, Annie. .Household stories Flanagan 35 

Familiar folk stories and Greek myths. 

Longfellow, II. W. ...Story of Hiawatha. Arr. for schools by E. 

Norris Ed. Pub. Co 40 

Easy stories. Poor illustrations. 

Macomber, H. E Stories of great inventors Ed. Pub.. Co 40 

Good. A favorite book with boys. 

Macomber, H. E Stories of our authors Ed. Pub. Co 40 

Holmes, Longfellow, Hawthorne, Bryant, 
Lowell, Alcott. Biography in interesting 
story form. 

Morley, M. W Seed-babies Ginn 25 

Interesting stories of how plants grow. 

Peary, J. D The snow baby Stokes 1.20 

Account of Arctic regions ; good pictures. 
Powers, E. M., and 

Balliet, T. M Silver Burdett third reader Silver . . . , 50 

Good. Fresh, interesting material. 

Pratt, M. L The far east and far west red children Silver .28 

Good. 

Pyle, Katharine Prose and verse for children Am. Bk. Co 40 

Prose stories good ; poetry fair. 

Pyle, Katharine Stories of humble friends Am. Bk. Co 40 

An excellent collection of animal stories. 

• .Robert Fulton. ( Paper) Ed. Pub. Co 05 

Good. 

(104) 



Pri( 


■e. 


. $0. 


75 




f^ 




.-,0 



Third Year Continued. 

Aiillior. Title. Piiblish.r. 

Saiifonl. Mrs. D. I'.. . Itoso. To.ni. niul Ned Diitron .... 

ContimiuiKs .stoiy, \fvy la.'^N' I'lTuling. 

Scudder, II. E. . ; . . . .Book of folk stories Iloimhton . 

Good. Popular witli till- iliildic/ii. 

Scudder, H. E Book of le^iMids Ilouiihton . 

Very good, 
ycudder, II. E Fables and folk stories Houghton 40 

Much appreciated li.v t-liildren. 
Smith. Abbie King Gobbler Ed. Pub. Co MO 

Stoiy of a turke\-, describing country life. 

Smith. Gertrude . . . .Arabella and Araminta stories Small 1.00 

Smith, Gertrude . . . .Uo,s;sie and Kesgie stories Small 1.50 

Smith. Gertrude .... Story of Peter and Ellen Small 1.50 

Tliese tbree books are continuous stories 
in large print ; good illustrations. Very at- 
tractive to children. 

Smith, M. E Eskimo stories Rand 35 

Easy descriptions of Eskimo life. Good 
illustrations. 

Snedden, G. S Docas the Indian boy of Santa Clara Heath 35 

An excellent book ; \ery ])0pular with the 
children. 
Stevenson, R. L Child's sai'Jen of verses Paae 50 

Classic poems for children. 

Stories of .great men. '(Columbus. Wash- 
ington. Penn. Putnam. Franklin) Ed. Pub. Co 30 

Swett. Sophie The littlest one of the Browns Estes 50 

X story that children en.lo.v. 

Swift. Jonathan . . . .Gulliver's travels, in words of one syllable. .Altemus -50 

Swift, Jonathan . . . .(Juilliver's travels, the liest portion of Guil- 
liver's travels: well told: all objectionable 
passages oniitteil. Arr. by .lames Bald- 
win Am. Bk. Co .35 

Thompson, J. G., 

and G. E Nature, myth, and story: new century read- 
ers : third year Silver 4S 

Walker, M. C Our common l)irds and tlieii- nestlings Am. Bk. Co 60 

Excellent. Colored illustrations. 
Ward, E. G., and 
Warner, Mrs. E. 

E. K Rational method in readiuu' : third reader. . .Silver -48 

Waterman, S. D., 

and others Graded memory selections Ed. Pub. Co 2o 

Williston, T. P Japanese fairy tales Rand .75 

Japanese illustrations. Stories interesting, 
taut most of them have little ethical content. 

Wyss. J. D Swiss family Robinson. Arr. for little folks 

by Mary Godolphin Ed. Pub. Co -50 



Fourth Year. 

Author. Title. Publisher. Price. 

Abbot. A. B A frigate's namesake Century .$1.(X> 

Good story foi- girls. 

About animals: retold from St. Nicholas. . .Century 65 

Alcott. L. M Eight cousins Little . 1.50' 

Alcott, L. M Jack and Jill Little 1.50 

Alcott, L. M Little men Little 1.50 

Alcott. L. M Little women Little 1.50 

Alcott, L, M Old-fashioned girl Little 1..50 

Alcott, L. M . . .Old-fashioned thanksgiving Little 1.<X) 

Alcott. L. M Spinning-wheel stories Little 1.50 

Alcott, L. M Under the lilacs Little 1.50 

Nothing better than Miss Alcott's stories 
has been written for girls. 

Allen. A. E Children of the palm lands Ed. Pub. Co -50 

Geographical reader. 

Andersen, II. C Stories. (Riverside school library) Houghton .50 

Fairy stories that have liecome classics for 
children. 

( 105 ) 



Fourth Year— Continued. 

Author. Title 

A-l-ws. Jane Each and all Ginn ■'""■• ^.Q 50 

Andrews. Jane Seven little sisters ' ' ' p;,,,, rn 

Stories of little folks of other ' lands' ' Not 

enough illustrations. 
Arnold. S. L.. and 

Gilbert. C. B Stepping- stones to literature: a fourth 

r, ,, ■ ^ , ''^'''^^'' Silver 60 

t.aldwm. .James I ifty famotis stories retold \m Rl- Pn q^ 

An excellent collection of classic stories. " " ' ^ 

Baldwin. .James Four great Americans. (Washinuton Web- 

Exc^lteT'"'"'- ^'''"''^'' ' • ^-^°^- Bk. Co .50 

Baldwin. James .... .Golden fleece : more old Greek stories \m. Bk. Co. . . 



Excellent 



.50 



Baldwin. .James Old Greek stories Am Bk Go d^ 

Excellent. ^^- ^° ^^ 

Baldwin. James Old stories of the east Am Rk Cn a^ 

Very good liible stories. ^° ^'^ 

Baldwin. .James Thirty more famous stories retold Am Bk Co 50 

A good addition to Fifty famous stories. 

Barnes. A. M Little Betty Blew Lee 19^ 

An Indian story that children like. ■ • ■ ^ x.-d 

Bartlett. L. L Animals at home Am. Bk. Co. . . . . 45 

Grood descriptions of animals. 
Bass. Florence Stories of pioneer life Heath 40 

Makes the pioneer life real to the children ; 
appeals especially to boys. 
Bayliss. C. K Lolami. the little cliff-dweller Public Sch 50 

Interesting story of a child lost among the 

deserted homes of the cliff-dwellers. 
Bayliss. C. K Lolami in Tusayan Public Sch 50 

Sequel to the former. 
Baylor. F. C. Juan and .Juanita Houghton 1..50 

very good stor>- of two Mexican children 
captured by the Indians. 

Blaisdell. A. F Stories from English historv Ginn 75 

Excellent. - 

Blaisdell. A. F.. and 

Ball, F. K Hero stories from American historv Ginn 50 

Good. " ■ " 

Blaisdell, A. F.. and 

Ball, F. K Short stories from American historv Ginn 40 

Good. ' 

Blaisdell. E. A.. 

and M. F Child life in literature : a fourth reader MacmiUan 40 

G-ood. Comprises rather long selections 
from children's classics. 

Boston collection of kindergarten stories. . .Hammelt 00 

Good collection of short stories. 

Bouvet. M. M Bernardo and Laurette McClur"- 1 00 

Story of two Swiss children. ' " '' 

Bouvet. M. M Child of Tuscanv McCluro- i o,^ 

Story of child-life in Italy. ' " ' ' " 

Bradish. S. P Old Norse stories Am. Bk. Co 45 

Bradish. S. P Stories of country life Am! Bk' Co 45 

Good account of country industries. " 

00 
00 



Brooks. Edward Story of the Iliad Peun 1 

Brooks. Edward Story of the Odyssey Penn l' 

Excellent. The best form of the Iliad 'aiid 
Odessy for children. 

Brooks. E. S True story of Abraham Lincoln Lothrop 1.00 

Brooks. E. S True story of Benjamin Franklin Lothrop 1.00 

Brooks. E. S True story of George Washington Lothrop 1 00 

Brooks. E. S TiM.te story of Lafayette Lothrop 1 00 

ihe.se are excellent books; appeal espe- 
cially to boys. 

Brown. A. F. . , Brothers and sisters Lloughton 100 

Bioun. H. D A book of little boys Houghton l.QO 

btories that children like. 

■ *(106) 



Fourth Year — Continued. 

Author. Title. Publishei-. Pric-o-. 

Brown. H. Y* Little Miss Phoebe Gay ITonuhtoii .$1.00 

Burnett. F. H. Little Lord Fauntlei'oy Scribner 1 .2r( 

An interesting- story of good tone. 

Burnett. F. II Two little iiilgrims' progress Sc-ribner 1.2.") 

I'.iirt. M. E.. eil Poems that every child should know Doubleday l.OO 

One of the vir.\- liest collections of i)ocnis 
for children. 

< '.iniiii>ell. ir. I Little .Tan the Dutch boy Ed. Pub. Co i!.5 

Good interesting- desci'iplion of child life hi 
Holland. 

rauiiibell. II. r v\'ah Sing-, our little Chinese cousin Ed. Pub. Co. .... .".0 

Campbell. II. L Wewa. the child of the pueblos Ed. Pul). Co 25 

Both good : character of contents indicated 
bv titles. 
Carroll. S. W.. and 

Hart. E. M Around the world : third book Silver .50 

Geographical render descripti\-e of tho 
United States. 

Carroll. 8. A\'.. and 

Jerome. II. L Boys and girls of the IMiilippines and around 

the world Silver 60 

Catherwoo<l. M. H. . . llocky Fork Lothrop 1.50 

Good stor>- for girls. 

Chamberlain. .T. F. . . . How we are cloth(>d Macmillan ...... .40 

Chamberlain. .J. F. . . .How we are fed Macmillan 40 

Chamberlain. .7. F. . . . How we are sheltered • Macmillan 40 

Chamberlain. .1. F. . . .How we travel Macmillan 40 

FoiH' excelleut information readers ; ver>- 
readable. 

Chambers. It. \V Forestland Appletou 1.50 

Chamiiers. R. AV Orchardland Harpers 1.50 

Chandlers. R. W Riverland Harpers 1.50 

These three books are imaginative natiu'c 
stories, in which plants and animals talk to 
children. Beautifully illustrated. 

Chance. L. M Little folks of many lauds Ginu 45 

Easy geographical reading-. Good illustra- 
tions. 

Chase. Annie Children of the wigwam Ed. Pub. Co 40 

Indian legends. 
Clark. K. F The Dole twins: or lifi' in New England in 

ISOT Page 50 

Interesting; wi-itten from the children's 
standpoint. 

Coates. E. :M Four little Indians Winston l.UO 

Good story of three bo.\s and a girl who 
played they were Indians. 

Coffin. C (' Winning- his way Estes 1.25 

Good book for boys. 

Comfort. E. M Little hero of poverty flat Whittaker 50 

Story of a l)ra\-e girl -who helped to rescue 
entombed niiners in the Sierra Nevadas. 

Comstock. H. T A little dusky hero Crowell 50 

(.lood story of the Spanish war. 

Craik. 1 '. .M Little lame prince Heath 30 

Good ; a story that readies the lieart of the 
reader. 

Cyr. E. M Fourth reader. (California State series I . .Giun GO 

Contains many good selections from the 
best literature, with possibly too much about 
aiuhors. Difficult for fourth grades and in . 
gi'ades above the fourth entire Viooks of his- 
tory, literature, and descriptive geograidn- 
should supplant readers. 

Daring- deeds: selections from the Youth's 

« ompanion ^lasou 50 

Thrilling- stories of brave deeds. 

Davis, .J. W Four New York boys . . . •. Ed. Pub. Co GO 

History of New York in accoimts of Indian, 
Dutch, English, and American l)oys. i^ood. 

(107) 



Fourth Year— Continued. 

-Author. Title. Publisher, Price. 

Dawes, S. E Stories of our country. 2 vols Ed. Pub. Co.. 

Good. Children read these history stories each .... " $0 40 
with pleasure. 

De la Ramee, Louise. The child of Urbino. Raphael. Ed. by S. D. 

J^'iikiiis Ed. Pub. Co 30 

De la Ramee, Louise . Dog of Flanders Ed. Pub. Co 40 

Good continuous story. 

De la Ramee, Louise. Mouflon. Ed. by S. D. Jenkins Ed. Pub. Co 25 

Good story of a dog. " 

Deming-, T. O Little brothers of the west Stokes 1.25 

Dodge, N. S Stories of American history Lee 1.00 

Eddy, S. J Friends and helpers Ginn GO 

Good. Awakens sympathy for animals and 
tells how to care for them. 

Dickens, Charles Charming children of Dickens. Stories by 

his granddaughter and others Smithsonian Co.. 

The best that can be said about this book L. A.. Cal . ... ' .00 
is that it is in Dickens' own language. Long 
descriptions are omitted and there are some 
transpositions to shorten sentences. 

Eggleston, Edward . .A first book in American history .Am. Bk. Co (50 

Eg-gleston, Edward . .Stories of American life and adventure A. B C 50 

Good. 

Eggleston, Edward . . Stories of great Americans for little Ameri- 
cans Am. Bk. Co 40 

Interesting short stories. 

Ewing, J. H. Jackanapes and the brownies Houshton .25 

Good. Correlates well with State fourth '" ' 
reader. A touching story of a real boy. 

Firth, E. M Stories of old Greece Heath 30 

Good. 

Fletcher, R. H Marjorie and her papa Century 1.00 

Foa, Mme. Eugenie. .Boy life of Napoleon. Ed. by E. S. Brooks. Lothrop 1.25 

Good. 

Forbes, C. B Elizabeth's charm-string Little 1.50 

Gladden, Washington .Santa Clans on a lark Century 1.25 

Good book of Christmas stories. 

Gould, E. L Little Polly Prentiss Penn 1.00 

Good story for girls. 

Greene, F. N Legends of King Arthur and his court Ginn 50 

A good book which boys specially enjoy. 
Greeuleaf, E. M. C. .Stories and tales from the animal world Ed. Pub. Co 50 

Stories that children like to read ; some- 
times moral lessons are cleverly interwoven. 

Half a hundred stories for the little people. .Bradley 75 

Good ; many nature stories. 

Hall, F. A . Homeric stories Am. Bk Co . . .40 

Good. 

Hall, Jennie Viking tales Rand 35 

^'ery good ; gives a good picture of the 
times of the 'Vikings. 

Hardy, Mrs. A. S. . . . Sea stories for wonder eyes Ginn 40 

Good accounts of marine animals. 

Hawkes, Clarence . . . Little foresters Crowell 60 

Good stories of animals in their native 
haunts. 

Hawkes, Clarence . . . Stories of the good green woods Crowell 75 

Good animal stories. 

Hawkes, Clarence . . .Trail to the woods Am. Bk. Co ■ .40 

Good. 

Hawthorne, Nathani.el.Little Daffydowndilly and other stories Houghton 40 

Good. Correlates with State fourth reader. 

Hawthorne, Nathaniel. Wonderbook and tanglewood tales Dent 50 

Good stories of the Greek myths. 

Headland, I. T Our little Chinese cousin Page 60 

Good. 



■ ^ Heath readers : fourth reader Heath 45 

Hill, Elizabeth My wonderful visit Scribner 1.20 

Good, wholesome story for girls. 

(108) 



Fourth Year — Continued. 

Author. Title. Publisher. Prici-. 

Hill. Mah<^l Lessons for Jniiioi' citi/cns (linn $0..")0 

An exct-Ui'iit liDok on ri\ic.'; in naiTati\'c 
foi-m. 

Ilou.iiiUon. I.. S Unssian •,i;i-anilni(ithiT"s wonder lales Sci'ibner ].50 

Rn.ssian fairy and folk stoiies. (Jood. 

Jiieobs. .Tose|)h English fairy tal(>s i'.urt 1.25 

Good eolleotion of int<'re.sting- folk .^itorit'.-;. 

Jamison. Mrs. C. V. . . Lady Jane Centnry 1.50 

A favorite book of many ehildien. 

Jeuness. Mrs. T. R. . .Two yonns' homesteaders Lothro]> 1.25 

Wholesome, interesting' .'itory. 

Johnston. A. F Annt 'Liza's hero Pase 50 

Good short stories. 

Johnston. A. F Biff brother Paffe 50 

Good story ; some dialect. 

Johnston. A. F Joel, a boy of Galilee Pase 1.50 

Good ; gives a good idea of the eonntiy. 

Johnston. A. F. Little eolonel in Arizona Paue 1.50 

Good. 

Johnston. A. F Little colonel's liero Paffe 1.50 

Good. 

Johonin)r. James . . . .Stories of Inn'oic deeds Vm. Bk. Co 30 

Johonin')t. James . . . .Stories of other lauds Am. Bk. Co 40 

Johonnof. James .... Stories of our country Am. Bk. Co 40 

Old, but worth reading. 

.Jones. L. H Jones fourth reader Giuu (i5 

Kelly. Mrs. M. A. B. .Short stories of our shy ueighbors Am. Bk. Co 50 

Insects and birds. Good. 

Kipliuff. Rudyard . . . Juuffle hook Century 1.50 

Kipliuff. Rudyard . . . Second juuffle book Century 1.50 

Read with much interest by both boys and 
g:irls. 

Knox. .J. .J Little almond blossoms Little 1.50 

Stories of Chinese children in California. 
Good local coloi'ing. The book contains some 
pigeon Engli.sh. Illustrated from photographs. 

Kupfer. (i. H Lives and stories Avorth rememberinff Am. Bk. Co 45 

Rightly named. 

Lindsay, Maud Mother stories Bradley .. . .each 1.00 

Lindsay. Maud ]More mother stories 00 

Both books contain good, wholesome short 
stories. 

■ Little Konrad. the Swiss boy Ed. Pub. Co .40 

Good descriptions of Swiss scenery and of 
the life and habits of the Swiss people. 

Lonff. W. J Little brother to the l)ear Ginn .50 

Long. W. J Secrets of the woods Ginu 50 

Louff. W. .J Ways of wood folk Giuu 50 

Long. W. .J Wilderness ways Giun 45 

Lonff. W. J AVood folk at school Giun 50 

These five are all successful natiu-e books : 
good descriptions. 

Loufffellow. H. W. .. .Hiawatha, the Indian: from Longfellow's 

song of Hiawatha : by Ella Booher Ed. Pub. Co 50 

Love.ioy. M. I Nature in ver.se Silver fiO 

Very good selections, arranged for the 
diffei-ent seasons. 

Mal)ie. H. W.. and 

Bates. K. L Norse stories Rand 40 

• E.vcellent. 

]MacI>onald. E. R. . . .Our little Canadian cousin Page 00 

Good. Childi-en read this l)ook with interest. 

Ma.i(n\ Charles Bears of Blue river Macmillan 50 

Interesting bear stories ; \er\' popular with 
boys. 

.Miller. ( ). T Kristy's queer Christmas Ilouffhton 1.25 

A collection of good Christmas storie.s. 

Morley. M. W The insect folk Ginn 45 

Familiar style. 

(109) 



Fourth Year — Continued. 

Author. Title. Publisher. Price. 

Mowry. W. A.. 

and A. M Americau heroes and heroism Silver $0.60 

A valuable book. 

Mnller. Mary Little people of the snow ." . .■ Flanagan 50 

Description of Eskimo life in simple 
language. 

Mailer, Mary vStory of Akimakoo. au African boy Flanasan 35 

An attractive book about Africa. 

Page. T. N Anions the camps Scribner 1.50 

Page, T. N Captured Santa Clans Scribner 75 

Page. T. N Two little confederates Scribner ....... 1..50 

Three stories of child life in the south 
during the Civil War ; children like them. 

Peabody, .J. P Old Greek folk stories Houghton 25 

Some of the Greek myths that were left 
untold by Hawthorne in his ^Vonderbook. 
Good. 

Peary, J. D Children of the Arctic Stokes 1.20 

Life among the Eskimos ; good illustrations. 

Perry, F. M Life of Theodore Roosevelt Stradlius 60 

A book well worth reading. 

Pierson, C. U Among the farmyard people Button 1.00 

Good stories of farm animals. 

Pierson. C. D Millers at Pencroft Dntton 1.00 

Good, simple story. 

Powers, E, M.. and 

Balliet, T, M Silver Bnrdett readers : fourth book Silver 60 

Pratt, M, L America's story for America's children. 

Vols. 1-2 Heath 35-40 

Early American history told in a very 
readable way, 

Pratt, M. L Legends of Xorseland Ed. Pub. Co . .40 

Pratt, M. L Legends of the red children Werner 30 

Indian folk stories. 

Pratt, M. L Myths of old Greece. 3 vols Ed, Pub, Co 1.10 

Simple and good. 

Pratt, M. L Stories of Australasia Ed. Pub, Co 60 

Pratt, M, L Stories of China Ed, Pub, Co 60 

Pratt, M, L Stories of colonial children Ed, Pub. Co 40 

Pratt, M. L Stories of England Ed. Pub. Co, . . ■. . .60 

Pratt, M. L, , . Stories of India Ed. Pub, Co 60 

Pratt, M, L Stories of northern Europe Ed. Pub, Co 60 

Pratt, M. L .Stories of old Rome Ed. Pub. Co 50 

Pratt, M, L Stories of Columbus , Ed. Pub, Co 40 

All there books of Dr. Pratt-Chadwick's 

are good, children like them. The contents 

are explained by the titles. 

Price, L. L Lads aud lassies of other days Silver 54 

Good stories of colonial and revolutionary 
periods. 

Richards, L, E Cautain .January Estes -jO 

The story of a bab^^ adopted by an old 
sea capt.'iin. Good, 

Richards, L, E Five-minute stories Estes L25 

Good sliort stor:es to tell or read to chil- 
dren. 

Richards, L. E Four feet, twu feet, and no feet Estes i,.30 

Animal st jries ; very good. The book is 
usually "r-.:icl to pieces," 

K,- l!:i:-.;-., L. E,, . : . . .More live-niioute stories Estes 1,00 

Good. 

Riggs, Eleanor Stories from lauds of sunshine Am, Bk, Co 50 

Stories of plants, animals and peoples of 
Southern United States, Hawaii, Japan, etc, 

Ruskin, .John King of the Golden river Heath 20 

Fairy storj^ ; a universal favorite among 
the children. 

St. Nicholas Christmas book Century 1,50 

Christmas short stories and poems, 

(110) 



Fourth Year — Continued. 

Author. Title. Publisher. Prio--. 

Scandlin, Christiana.. Hans the P^skimo Sihv^r $0.42 

Good story of Eskimo life. Good illustra- 
tions. 

Scliwartz. J. A Five little strangers and how they came to 

live in America Am. Bk. TV, 40 

North American Indian. English. African, 
Chinese, and Filipino children. Good. 

Schwatka. Frederick.. Children of the cold Putnam 1.2.") 

Life of the Eskimo children. Excellent. A 
prime favorite with the children. 

Seawell. :M. E Little Jarvis \l)pletoM 1.00 

The story of a boy hei-o in the United 
States navy. 

Seton. E. T Krag- and Johnny Bear Scrihner 60 

Seton, E. T Lobo. Rag. and Vixen Scrihner 60 

Good animal stories ; excellent illustrations. 

Sewell. Anna . Black Beauty Altemus ."0 

Life of a horse; children love it. 

Sexton. E. M Stories of California ^lacmilhin ."0 

Good. History, description, and industries 
of ■ California. 

Shaw. E. R Bis- people and little people of other lands. .Am. Bk. Co .30 

Excellent geographical stories. 

Shaw. E. R Discoverers and explorers \m. Bk. Co .>". 

Excellent. 

Sheldon. JNI. B One thousand men for a Christmas present. . Estes .iO 

Good story of the Revolutionary War. tell- 
ing of the capture by Washington of a 
thousand Hessians. 

Sidney. ]Mar;;aret, 

pseud Five little Peppers and how they grew Lothrop 3. .50 

Excellent; very popular with the children. 

Smith. A. N Bobtail Dixie Abbey Press ... LOO 

Good story of a dog. 

Smith. N. A Nelson the adventurer Houghton 1.00 

Si)yri. Johanna Moni the goat boy. Tr. by E. F. Kunz Ginn 40 

Excellent. Upliftin,g stories of child life 
in the Swiss Alps. 

Starr. Frederick American Indians Heath 4.". 

Good, authentic and pleasingly written. 
Illustrated. 

Stevenson. R. L Child's garden of verses Page 50 

Stokes, Susan Ten common trees Am. Bk. Co 40 

Good. 

Stories from Arabian nights Houghton 40 

Excellent. The very best edition ; objec- 
tionable passages omitted. 

Taylor. Bayard Boys of other countries Putnam 1.2." 

Good. 

Tliomas, A. C Elementary history of the United States. . . .Heath 60 

Good. 

Triumphs of science Ginn .30 

Good stories of modern progress. 

Wade, M. H Our little African c^. isin Page 60 

Wade. M. H Our little brown cousin Page 60 

Wade. M. H Our little Cuban cousin . Page 60 

Wade. M. H Our little Eskimo cousin Page (in 

AVade, M. H Our little German cousin Page 60 

AVade. M. H Our little Hawaiian cousin Page 60 

Wade. M. H Our little Irish cousin Page 60 

Wade. M. H Our little Italian cousin 'Page . .60 

Wade, M. H Our little Japanese cousin Page 60 

Wade, M. H Our little Jewish cousin Page 60 

Wade, M. H Our little Norwegian cousin Page 6ii 

Wade, M. H Our little Philippine cousin Page 6(i 

Wade, M. H Our little Porto Ricau cousin Page 6tl 

Wade, M. H Our little Russian cousin Page 60 

Wade, M. H Our little Siamese cousin Page iM) 

(111) 



Fourth Year— Continued. 



Author. Title. 



Publisher. Price. 



$0.60 
.60 

.50 



Wade, M. H Our little Swi.ss cousin Pa^ 

Wade. M. H Our little Turkish cousiu Pa^e 

These are well told geographical stories ; '^ 
children like them. 

Wagner. Harr Pacific history stories Whitaker 

Contains a very good account of the Bear 
Flag- Revolution. 

Warren. H. P Stories from English history : from B C 55 

to A. D. 1901 ■ ■. . .Heath SO 

\ ery good. 
Waterman. S. D., 

and others Graded memory .selections Ed Pub Co 25 

Good; poems selected by practical educa- 
tors. 

Webster. (Paper) Ed. Pub. Co 05 

^^ '^'^'1' L- ^ Colonial days Ed. Pub. Co 50 

Good. In sniiple language. Illustrated. 

White, B. O A borrowed sister Houghton 1.00 

^A hite. E. O . . Little girl of long ago Houghton 1.00 

^^ hite. E. O When Molly was six • Houghton 1.00 

All good, snnple stories. 
White, E. S The magic forest Macmillan ..... 1.50 

Good ; has the fresh chaim of the woods. 
Wiggin, K. D Tne bird's Christmas carol Houghton 50 

Christmas story of a little lame girl. Ex- 
cellent. 

^^ iggin. K. D Half a dozen housekeepers Altemus 75 

Good story of six girls and their house- 
keeping. 

Wiggin, K. D Tlie story hour Houghton 1.00 

Excellent collection of short stories. 

Fifth Year. 

'^"^^^°''- Title. Publisher. Price. 

Aldnch, T. B The story of a bad boy Hotightou $1 25 

Story of a real boy who was not so verv " "" 

bad: 

Andrews. Jane Ten boys on the road from long ago till now . Ginu " . . 50 

An mstructive book well characterized bv 
the title. Lacks illustrations. 

Arnold, E. J Stories of ancient people Am. Bk. Co. . 50 

Very good. 
Austin. Mary The basket woman Plouohton 1 50 

Indian stories from Pacific slope. " 

Baker, R. S Bovs' book of inventions Doubleday 2 00 

Very good. Takes up such subjects as 
liquid air, wireless telegraphy, the modern 
motor vehicle. X-ray photography, etc. 
Baldwin, .James Four great Americans: Washington. Frank- 
lin, Webster, Lincoln Am. Bk. Co 50 

One of the best books of biography for 
children. 

Barnes. James Drake and his yeomen; a true account of 

the character and adventures of Sir 

Francis Drake Macmillan 2.00 

Boys like it. 

Barnes. James The hero of Erie. (Oliver Hazard Perry) . . Appleton 1 00 

Good. Specially popular with boys. 
Barnes. James Yankee ships and Yankee sailors; tales of 

l^^ • ■ • Macmillan 50 

stones of tlie American navy that boys like. 

Beebe, M. B Four American naval heroes : Paul Jones, 

Perry. Farragut. Dewey .^ Am. Bk. Co 50 

Blanchard. A. E Daughter of freedom Wilde 1 50 

Good story for girls. 

Blanchard. A. E Girl of '76 Wilde 1.50 

Good story for girls. 

lioyesen. H. H Boyhood in Norway Scribner ....... 1.25 

Boyesen. H. H Modern Vikings Scribner 1.25 

(112) 



Fifth Year — Continued. 

Author. Title. Publisher. Price. 

Boyesen, H. H Norsclaiul tales Scribner .... .$1 25 

Three good books of home life in Norway. 

Brooks, E. S Stor.v of the American s:iilor Lothrop 1.50 

Brooks, E. S Story of the American .soldier Lothrop 1 50 

Good. 

Brooks, S. E True story of U. S. Grant Lothrop 1 50 

A book that boys like. 

Brooks, S. E Boy emigrants Scribner 1.25 

A good story of crossing the plains to ~ 

California in early days. Contains some 
vernacular. 

Brooks. Noah Lem : a New England village boy Scri])uer 1.00 

Burton, A. H Four American patriots: Patrick Henry, 

Alexander Hamilton, Andrew Jackson. 

Ulysses S. Grant Am. Bk. Co 50 

Excellent ; gives faithful picture of the 
times. Will tend to make children better 
Americans. 

Burton, A. H Lafayette, the friend of American liberty .. .Am. Bk. Co 35 

Good. 

Bntterworth. H True to his home, a tale of the boyhood of 

Franklin " Appleton 1.50- 

Good. 

Carpenter, K. E Story of .Toau of Arc for hoys and girls. . . .Lee l.OO 

The familiar style detracts from the great- 
ness of the story, yet the book is well worth 
a place in the juvenile library. 

Chandler, Katherine. .Habits of California plants Ed. Pub. Co 60 

Good. Illustrations from photographs. 

Civil war stories retold from the St. Nicho- 
las Century 65 

Good. 

— • — '■ Colonial stories retold from the St. Nicholas. .Century 65 

Good. 

Daring deeds: selections from the Youth's 

Companion ISIason 50 

Very good. Thrilling stories of brave 
deeds. 

Dodge, M. M 1 )onald and Dorothy Century 1.50 

Good story for both boys and girls. 

.Dodge, M. M Hans Brinker Scribner 1.50' 

Good story dealing with child life in Hol- 
land. 

Dodge, M. M Land of Pluck Century 1.50' 

Good account of Holland. 

DuChaillu, P. B Country of the dwarfs Harper 1.25 

Life with the pygmy tribes of Africa. 

I>uChaillu, P. B In African forest and jungle Scribner 1.50 

Good. 

DuChaillu, P. B Land of the long night Scribner 2.00'' 

Good accounts of the life in the Arctic 
regions of Northern Europe ; gives an excel- 
lent description of the country, the people 
and the animal life. 

DuChaillu, P. B Stories of the gorilla country Harper 1.25 

Travels in Africa. 

Dutton, M. B Little stories of France Am. Bk. Co 40 

Foster, W. B With Ethan Allen at Ticonderoua Penn 40 

Good. 

Francillon, R. E Gods and heroes Ginn 40 

Giberne, Agnes The romance of the mighty deep Lippincott 1.50 

The wonders of the ocean. 
Gould, E. L Little Polly Prentiss t'enn 1.00- 

Good, wholesome story for girls. 
Greene, F. N Legends of King Arthtir and his court Ginn 50- 

Very good. 
Hawkes, Clarence . . .The trail to the woods Am. Bk. Co 40- 

Very readable account of the animal life 
in the woods. 
Holden, E. S Our country's flag and flags of foreign 

nations Appleton .75 

7— BUL. S (113) 



Fifth Year — Continued. 

Author. Title. Publisher. Price. 

Holder, C. F. Half hour with fishes, reptiles, and birds. . .Am. Bk. Co $0.60 

Hood, M. G Tales of discovery on the Pacific coast Whitaker 50 

Many of the stories, such as the story of 
San Diego Bay, and the story of San Fran- 
cisco Bay, can not tae found in simple form 
elsewhere. Good. 

Jenness, Mrs. T. R.. .Two young homesteaders Lothrop 1.25 

Very good story of farm life in Kansas. 

Johnston, A. F Little colonel stories Page 1.50 

The children all like these stories of life 
in Kentucky. 

Jordan, D. S Matka and Kotik Whitaker 75 

Story of the fur seals based on the author's 
experience. Very good. 

Jordan, D. S True stories of birds and beasts Heath 40 

A good collection of animal stories from 
Thoreau, Irving, Joaquin Miller, David Starr 
Jordan and others. 

Judd, M. C Wigwam stories Ginn 75 

Good account of Indian life. 

Keeo, Josiah Seashells and sea life Whitaker 50 

Deals specially with west coast shells ; use- 
ful in California. 

Kieffer, H. M Recollections of a drummer boy Houghton 1.50 

Excellent for the children who want "true 
stories." Life in the Union army during the 
■ Civil War. 

Kingsley,, N. F. ., Four American explorers: Lewis and Clark, 

Fremont, Kane Am. Bk. Co 50 

Very good. 

Krout, M. PI Alice's visit to the Plawaiian islands Am. Bk. Co 45 

Good description of the islands and the 
people by one who visited thein. 

Krout, M. H. . Two girls in China Am. Bk. Co 45 

Interesting account of the author's travels 
in Hawaii, China, and Japan. 

Lee, Yan Phou When I was a boy in China Lothrop 60 

Verjr good. 

JVIabie, H. W Heroes every child should know Doubleday 90 

Mabie, H. W Legends every child should know Doubleday 90 

Mabie, PI. W Myths that every child should know Doubleday 90 

These three books are all good. 

Marden, O. S Stories from life Am. Bk. Co 45 

Good stories, each with a purpose. 

Marden, O. S Winning out Lothrop 1.00 

Good stories, each with a purpose, e. g., 
"Why Garfield kept his light bui-ning." 

Marryat, Frederick . . Mr. Midshipman Easy . Macmillan 1.00 

Old fashioned, but still a favorite with 
some boys. 

Matthews, Brander . . Poems of American patriotism Scribner 60 

Good. The title characterizes the book 
sufficiently. 
Montgomery, D. H., _ 

ed Heroic ballads Ginn oO 

Good collection. 

Munroe, Kirk Dorymates : a tale of the fishing banks .... Harper 1-25 

Munroe, Kirk Flamingo feather Harper 60 

Story of the French in America in 1564. 
A great favorite with the boys. 

■Needham, Kirk Outdoor studies: a reading book of nature 

studies Am. Bk. Co 40 

Good illustrations. 

Perry, F. M Four American inventors : Fulton, Whitney, 

Morse, Edison Am. Bk. Co 50 

A great favorite with boys. 

Perry, F. M A life of Theodore Roosevelt Stradling 60 

A good, simple biography. 

Perry, F. M., and 

Beebe, K .Four American pioneers: Boone, Crockett. 

Clark, Carson Am. Bk. Co 50 

Good. 

(114) 



Fifth Year — Continued. 

Author. Title. Publisher. Price. 

Persons, E. A Our country iu poem and prose Am. Bk. Co $0.50 

An excellent collection. 

Pitnam, L. W Stories of old France Am. Bk. Co GO 

Very good. 

Pratt, M. L De Soto. Marquette and La Salle. ." Ed. Pub. Co 30 

Good. 

Pratt, M. L Stories of Massachusetts Ed. Pub. Co GO 

Excellent. 

Purpose and success. (Companion series).. Mason 50 

Excellent short stories. 

Pyle, Howard Some merry adventures of Robin Hood. . . . Scribner GO 

Many consider it the best collection of 
stories of Robin Hood for children. 

Radford, M. L. King' Arthur and ais knights Rand 75 

Good. Specially enjoyed by boys. 

Revolutionary stories retold from the St. 

Nicholas Century G5 

Good. 

Richards, L. E Melody Estes 50 

The happy life of a little blind girl. 

Seton, E. T Biography of a grizzly Century 1.50 

Seton, E. T Lives of the hunted Scribner 1.75 

Seton, E. T Trail of the Sandhill stag Scribner 1.00 

Seton, E. T Two little savages Scribner 2.00 

Seton, E. T Wild animals I have known Scribner 2.00 

Seton, E. T Animal heroes Scribner 2.00 

These are all excellent animal stories, told 

in the author's interesting style. Excellent 

illustrations. 

Sexton, E. M Stories of California Macmillan 50 

Good. History, descriptions, and industries 
of California. 

Smith, N. A Three little Marys Houghton 85 

Story of three little girls, English, Scotch, 
and Irish. 

Stevenson, R. L Treasure island Burt 50 

Always a favorite with boys. 

Stoddard, W. O Dab Kinzer : a story of a growing boy Scribner 1.00 

A good, interesting book. 

Stoddard, W. O Talking leaves : an Indian story Harper 60 

Stoddard, W. O Two arrows Harper 50 

Both books are interesting stories about 
Indians. 
Stone, G. L., and 

Fickett, M. G Days and deeds a hundred years ago Heath 35 

Excellent. Short stories. 
Stone, G. L., and 

Fickett, M. G Every day life in the colonies Heath 3o 

\ ery good. Gives good picture of the times. 

Stratemeyer, Edward. American boy's life of Theodore Roosevelt. . Lothrop 1-25 

Interesting and helpful. 

Tappan, E. M Robin Hood : his book Little 1.50 

Stories of Robin Hood and his merry men 
told in fresh, breezy style. Appeals to both 
girls and boys. 

Trowbridge, J. T Two Biddicut boys Century 1.50 

Good story of two boys and their adven- 
ture with a trick dog. 

Vaile, C. M Truth about Santa Clans. ; Crowell 50 

A sweet little story that warms one's 
heart. Good for children and older people. 

Wagner, Harr Pacific nature stories Whitaker 50 

Warner, C. D Being a boy Houghton 1.25 

White, W. A The court of boyville McClure 1.50 

Whitney, E. L., and 

Perry, F. M Four American Indians: King Philip. 

Tecumseh, Pontiac. Osceola Am. Bk. Co 50 

Good. 

Wiggin, K. D Polly Oliver's problem Houghton 1.00 

Very good story for girls. 

Wiggin, K. D Timothy's quest Houghton 1.00 

A touching story that cnildren like. 

(115) 



IliS,?"^ °^ CONGRESS 

■Hi. 



